**ERIC Number:**ED349077

**Record Type:**Non-Journal

**Publication Date:**1991-Apr

**Pages:**8

**Abstractor:**N/A

**Reference Count:**N/A

**ISBN:**N/A

**ISSN:**N/A

Student Success and Instructor Pass Rates.

Dean, Winston

Over the past 3 years, the Mathematics Department of Grossmont College, in California, has examined the issues of course standards, instructor grading variability, and course placement. In 1990, a study was conducted to determine if the Elementary Algebra instructors with lower pass rates had higher standards, and if their students had a higher probability of passing Intermediate Algebra. The pass rates of 15 Elementary Algebra instructors who had taught at least 200 students each in a total of 142 sections between 1986 and 1989 were analyzed. Of the 5,788 students enrolled in the elementary course during this period, a total of 2,451 had passed it. These students were tracked individually through summer 1990 to ascertain first-try pass rates in the Intermediate Algebra course. Study findings included the following: (1) instructors with lower pass rates did appear to have higher course standards; (2) the lower the instructor's pass rate in Elementary Algebra, the higher their students' probability of passing Intermediate Algebra, though the probability of passing both courses was about the same for entering students of all instructors; and (4) not all students had enrolled in Intermediate Algebra as their next math sequence. Implications for current practice and data tables are provided. (MAB)

**Publication Type:**Reports - Research; Numerical/Quantitative Data

**Education Level:**N/A

**Audience:**N/A

**Language:**English

**Sponsor:**N/A

**Authoring Institution:**Grossmont Coll., El Cajon, CA.