The Comparative Analysis Of Selected Characteristics Of Students And Persistence In Level-One Developmental Mathematics

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Community College Leadership Program


Doctor of Education

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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.