The Comparative Analysis Of Selected Characteristics Of Students And Persistence In Level-One Developmental Mathematics
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Date
2009
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Department
Community College Leadership Program
Program
Doctor of Education
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This item is made available by Morgan State University for personal, educational, and research purposes in accordance with Title 17 of the U.S. Copyright Law. Other uses may require permission from the copyright owner.
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Abstract
This study was an ex post facto analysis that examined select demographic and socioeconomic variables to determine their relationship to the academic persistence (passing or failing) of students enrolled in level-one developmental mathematics and persistence into level-two developmental mathematics at an urban community college for a three-year period. The population consisted of first-time, first-semester students who completed the Accuplacer placement instrument and were placed in the lowest of three levels of developmental mathematics. The study found that ethnicity, working status, and composite score were related to academic persistence in only one year while age and persistence into level-two were related to academic persistence for all years.