ERIC Number: ED227981
Record Type: Non-Journal
Publication Date: 1982-Aug
Reference Count: N/A
Native American Students in Basic Skills Mathematics at the University of Montana.
Brod, Rodney, L.; Brod, Mary Jean
The purpose of this research study is to look at the effectiveness of the Remedial Math Program at the University of Montana (UM) for Native American students in preparing them for entry into regular college math sequences. The sample consisted of all (1,110, of whom 77 were Native Americans students) enrolled in UM Basic Skills course (Math 001/100) during the 1979-80 academic year. Analysis of the 1979-80 basic skills mathematics students showed that Native American "remedial" students were more likely to have had fewer high school math courses and such courses tended to have been of lower level math and taken less recently; both non-Native Americans and Native American basic skills students were most often business administration majors, followed by undecided and arts and sciences majors; and both groups shared similiar profiles in regard to official class rank (over 70% were freshmen). In regard to college math experience, Native Americans obtained lower placement scores, more often reported prior enrollment in "remedial" math programs, and showed a significantly higher percentage who began at the lower Math 001. Beyond organizational and structural improvements, special support services had a positive impact on the Native American student performance. (ERB)
Publication Type: Reports - Evaluative
Education Level: N/A
Authoring Institution: Montana Univ., Missoula.