Many students enter community college underprepared for college-level math and are placed into developmental elementary algebra without consideration if the algebra will provide a foundation for their needed college-level math course. Large percentages of those students are unable to succeed in the developmental course and, therefore, are unable…

The purpose of this quantitative quasi-experimental study is to determine the effectiveness of a corequisite delivery model for developmental math students at a 4-year public institution. Nationally, close to fifty percent of incoming college students are placed in non-credit bearing remedial courses (Complete College America, 2012). Students must…

The purpose of this study was to determine if participation in science dual enrollment courses influenced African American high school students' post-secondary aspirations that will lead to college attendance. The investigation examined the relationship between African American students' learning experiences and how their self-efficacy and outcome…

The purpose of this quantitative study was to determine if a relationship existed between success in elementary algebra and a set of predictor variables including COMPASS score and high school GPA. Relationships for intermediate algebra and college credit accumulation over three semesters were also examined with COMPASS score and high school GPA…

This correlation study examines the relationship between participation in online embedded professional development communities and student achievement gains in a College Algebra course taught by high school teachers to high school students for college credit. The participating teachers met weekly through a web-based meeting format using…