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ERIC Number: EJ1001026
Record Type: Journal
Publication Date: 2012
Pages: 16
Abstractor: As Provided
Reference Count: 33
ISSN: ISSN-1541-0935
Success and Persistence of Developmental Mathematics Students Based on Age and Ethnicity
Wolfle, James D.
Community College Enterprise, v18 n2 p39-54 Fall 2012
This ex post facto study examined the fall-to-fall persistence and academic success of students in a medium-sized Virginia community college. The variables of age and ethnicity in combination with whether a student's first mathematics course was developmental were used to examine the effects of each. It was found that neither the interaction of developmental status and age nor the interaction of developmental status and ethnicity were significant in predicting either success in the first college-level mathematics course or persistence to a second year. Developmental students who subsequently enrolled in a college-level mathematics course had comparable levels of success as did students who did not require developmental mathematics courses. Older students and White students were more likely to succeed in their first college-level mathematics course than were traditional-age and non-White students, respectively. There were no significant differences based upon age, ethnicity, or developmental status in the persistence to a second year of enrollment in the college. (Contains 4 tables and 1 footnote.)
Schoolcraft College. Community College Enterprise, 19600 Haggerty Road, Livonia, MI 48152. Fax: 734-462-4679; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Two Year Colleges
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Virginia