ERIC Number: ED248911
Record Type: RIE
Publication Date: 1984-May
Reference Count: 0
An Evaluative Study of the Student Completion Rate for Mathematics 1403 (A, B, C).
Tarrant County Junior Coll., Fort Worth, TX. South Campus.
An analysis is presented of factors and conditions affecting student completion rates in the remedial mathematics program (Mathematics 1403) in the Tarrant County (Texas) Junior College District. Following introductory material on the purposes of the study and the tasks of five project teams, chapter I examines the purpose and historical background of Mathematics 1403, which includes courses in arithmetic, beginning algebra, and intermediate algebra. Chapter II provides an overview of generally accepted curricula and instructional standards for postsecondary remedial math programs, highlighting the lack of national standards, current concern about the need for such programs, and low retention rates in Texas and outside the state. Chapter III considers curricular and instructional influences on student completion rates in Mathematics 1403, revealing a common core of essential course content with variation in peripheral topics among the three district campuses. Chapter IV presents and analyzes 1980-81 and 1981-82 data on Mathematics 1403, focusing on student placement scores, mode of instruction, day-evening schedule, class size, full-/part-time status of the instructor, individual instructors, grades, and content being studied at the time of course withdrawal. Chapter V provides the results of a study of 12 student characteristics conducted to identify characteristics influencing performance and persistence in Math 1403. The report concludes with a series of recommendations for course improvement. Detailed study findings are appended. (LAL)
Publication Type: Reports - Research; Numerical/Quantitative Data
Education Level: N/A
Audience: Practitioners; Policymakers
Authoring Institution: Tarrant County Junior Coll., Fort Worth, TX. South Campus.
Note: Portions of appended tests may be marginally legible.