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ERIC Number: ED502238
Record Type: Non-Journal
Publication Date: 2008-Jul
Pages: 36
Abstractor: ERIC
Reference Count: 27
ISBN: N/A
ISSN: N/A
Examining the Links between Grade 12 Mathematics and Remedial Courses in Nevada Public Colleges and Universities. Issues & Answers. REL 2008-No. 058
Fong, Anthony B.; Huang, Min; Goel, Aditi M.
Regional Educational Laboratory West
This study examines the links between Nevada's grade 12 mathematics courses and remedial mathematics courses in Nevada's public colleges and universities. It analyzes remediation rates by students' highest grade 12 mathematics course level and mathematics grade point average and by various student and school characteristics. The study was guided by four primary questions: (1) Which mathematics courses did Nevada students complete in grade 12, and how well did they do? (2) What were the remediation rates for each level of mathematics courses that students completed in grade 12, and how did the rates differ by student performance in those courses? (3) How did the remediation rates differ by other student characteristics? and (4) How did the remediation rates differ by type of high school attended in grade 12, as measured by locale and by whether the school made adequate yearly progress that year under the No Child Left Behind Act of 2001? The study calculated the college mathematics remediation rate of recent high school graduates in Nevada and disaggregated it by the highest level of mathematics courses completed during the students' senior year in high school and by combined factors, including the highest level of mathematics courses taken and the students' grade 12 mathematics grade point average (GPA). The analysis is based on the population of 4,653 students who graduated from a Nevada public high school in 2006 and enrolled in at least one mathematics course in a Nevada public college or university in the 2006-07 school year. Students were sorted into eight categories based on the highest level of mathematics courses completed in grade 12. Results indicate that whether students enroll in remedial mathematics as freshmen in college is related to the mathematics courses students completed in grade 12 and their performance in these courses. For the Nevada System of Higher Education, the analysis quantifies the proportion of Nevada students who enroll in the state's public colleges and universities directly from high school and who enroll in mathematics remediation, and provides information about the academic background of those students. The report may also help parents, students, and educators better understand the likelihood that students completing particular mathematics courses in grade 12 will enroll in mathematics remediation before taking college-level mathematics courses. The study is intended as a starting point for discussions between K-12 and college administrators about what would be sufficient high school mathematics preparation for college-bound students. Two appendixes are included: (1) Data sources, methods, and population; and (1) Logistic regressions. (Contains 4 figures and 15 tables.) [This report was prepared for the Institute of Education Sciences (IES) by Regional Educational Laboratory West administered by WestEd.]
Regional Educational Laboratory West. Available from: WestEd. 730 Harrison Street, San Francisco, CA 94107-1242. Tel: 877-493-7833; Tel: 415-565-3000; Fax: 415-565-3012; Web site: http://www.wested.org
Publication Type: Reports - Evaluative
Education Level: Grade 12; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Regional Educational Laboratory West (ED)
Identifiers - Location: Nevada
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001
IES Funded: Yes
IES Cited: ED556119