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ERIC Number: EJ1415053
Record Type: Journal
Publication Date: 2024
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1051-1970
EISSN: EISSN-1935-4053
An Intervention to Support Students Placed below Introductory Coursework
Jenny Cox; Scott Kaschner; Mary Krohn
PRIMUS, v34 n3 p302-318 2024
The number of undergraduates placing into developmental or "remedial" coursework continues to increase. This rise is concerning because developmental or "remedial" coursework creates barriers for many students. This mixed method study examines a holistic approach to placement. After one-on-one interviews with mathematics faculty, students (N = 8) within two points of passing our mathematics placement test (MPT) were given the opportunity to enroll in college-level coursework (Business Calculus) instead of the developmental coursework (Algebra). There were no significant differences in final exam and course grades between these students and those who initially placed into the course. Additionally, the qualitative data revealed many common themes and future ideas for intervention.
Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A