Developmental Math Education: The Bermuda Triangle of Student Success--Many Enter, but Few Succeed.

This study employed a quantitative design to evaluate the effectiveness of developmental math and the predictors of student success in developmental math for a period of three years. Four of the study’s original eight predictors of student success were statistically significant. However, a model was created using multinomial regression. The model was created using data from the fall 2013 semester and was tested using data from the fall 2014 semester. The effectiveness of developmental math in predicting a student’s success in the first college-level math course was tested using a multinomial regression. Although no statistical significance was found, the study did show that students who completed developmental math prior to enrolling in a college-level math course were more likely to earn passing grades. Implications for community college policy, practice, and future research are presented.

Name thesis:degree_name

Doctor of Philosophy (PhD)

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Education

Grantor

Education

Year dc:date.available

2016

Author dc:creator

• Sullivan, Julia Elizabeth Paxton

• developmental math education
• community college

Statement dc:rights

• unrestricted
• Release the entire work immediately for access worldwide.

Identifier

etd-08042016-163916
https://repository.lsu.edu/gradschool_dissertations/458

OAI identifier oai:identifier

oai:repository.lsu.edu:gradschool_dissertations-1457