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ERIC Number: ED534513
Record Type: Non-Journal
Publication Date: 2011
Pages: 111
Abstractor: As Provided
ISBN: ISBN-978-1-2670-2249-3
College Completion and Participation in a Developmental Math Course for Hispanic and White Non-Hispanic Students
Glazier, Stephen Gene
ProQuest LLC, Ed.D. Dissertation, Oral Roberts University
Purpose, Scope, and Method of Study. The population of interest in the study consisted of white and Hispanic high school graduates in the United States who attended college and completed a college developmental mathematics course. Data from the National Educational Longitudinal Study of 1988 were employed, and a longitudinal, quasi-experimental research design was implemented. The independent or predictor variables in this study were ethnicity (Hispanic or white, non-Hispanic) and whether a developmental mathematics course was taken in college. The dependent variable was whether or not the student received a bachelor's degree within 8 years of graduating high school. Control variables were used to address the possibility that college graduation rates varied as a function of demographic or educational characteristics of the subjects. Findings and Conclusions. The first research question addressed in this study was, Does taking a development course in math affect the likelihood of graduation from college? When the covariates of gender, SES composite, perceived usefulness of math, anticipated level of educational attainment, expected education needs at age 30, and standardized math scores were included in the logistic regression analysis, taking a developmental math class was not statistically significant as a predictor of college graduation. The second research question addressed in this study was, Does the race of the participant (Hispanic or White, non-Hispanic) affect the relationship between taking a developmental course in math and graduation from college? The answer to the second research question was that the race of the participant (Hispanic or white, non-Hispanic) did not affect the relationship between taking a developmental course in math and graduation from college. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: High Schools; Higher Education; Postsecondary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A