{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/113193"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/113193","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Identifying item and attribute associations with course outcomes in gateway mathematics courses","abstract":"This study seeks to understand how students transition to higher education mathematics courses, gain access to gateway mathematics courses, expectations of mathematical preparation, and success rates in such courses. The crux revolves around placement policies, placement mechanisms, and corequisite courses. This thesis considers the history, goals, challenges, and best practices for institutions that are implementing or evaluating placement programs, and the impact on students. These studies investigate the following topics: the extent to which mathematical background knowledge predicts mathematics course outcomes, to what extent course outcomes are different for corequisite college algebra students, and the effect of student status (first generation, underrepresented minority, low socioeconomic status) on mathematics course outcomes. The population studied is primarily incoming first year students at the University of Illinois. The findings indicate that (a) mathematical background knowledge (as measured by ALEKS PPL) does predict course outcomes and course outcomes improved with higher placement exam scores; (b) difference in course outcomes are nonsignificant for the corequisite college algebra students; and (c) some subpopulations of students taking college algebra at Illinois are at greater risk of nonsuccess. Implications for future research and practice are discussed.","abstract_html":"This study seeks to understand how students transition to higher education mathematics courses, gain access to gateway mathematics courses, expectations of mathematical preparation, and success rates in such courses. The crux revolves around placement policies, placement mechanisms, and corequisite courses. This thesis considers the history, goals, challenges, and best practices for institutions that are implementing or evaluating placement programs, and the impact on students. These studies investigate the following topics: the extent to which mathematical background knowledge predicts mathematics course outcomes, to what extent course outcomes are different for corequisite college algebra students, and the effect of student status (first generation, underrepresented minority, low socioeconomic status) on mathematics course outcomes. The population studied is primarily incoming first year students at the University of Illinois. The findings indicate that (a) mathematical background knowledge (as measured by ALEKS PPL) does predict course outcomes and course outcomes improved with higher placement exam scores; (b) difference in course outcomes are nonsignificant for the corequisite college algebra students; and (c) some subpopulations of students taking college algebra at Illinois are at greater risk of nonsuccess. Implications for future research and practice are discussed.","abstract_has_math":false,"creators":["Reddy, Alison"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Educ Policy, Orgzn & Leadrshp","degree_department":null,"school":null,"contributors":["Hinze-Pifer, Rebecca","Anderson, James D","Ando, Matthew","Hood, Denice W"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2022,"date_issued":"2022-01-12T22:35:15Z","date_published":"2022-01-12T22:35:15Z","updated_at":"2026-07-22T22:24:53Z","subjects":["mathematics","placement","corequisites"],"languages":["en"],"rights":["Copyright 2021 Alison Reddy"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2142/113193","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Hinze-Pifer, Rebecca","Anderson, James D","Ando, Matthew","Hood, Denice W"]},{"key":"dc:creator","label":"Author","values":["Reddy, Alison"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2022-01-12T22:35:15Z","2024-01-12T22:35:30Z","2021-07-14","2021-08"]},{"key":"dc:type","label":"Dc Type","values":["text","Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educ Policy, Orgzn & Leadrshp"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["mathematics","placement","corequisites"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2021 Alison Reddy"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/113193"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["This study seeks to understand how students transition to higher education mathematics courses, gain access to gateway mathematics courses, expectations of mathematical preparation, and success rates in such courses. The crux revolves around placement policies, placement mechanisms, and corequisite courses. This thesis considers the history, goals, challenges, and best practices for institutions that are implementing or evaluating placement programs, and the impact on students. These studies investigate the following topics: the extent to which mathematical background knowledge predicts mathematics course outcomes, to what extent course outcomes are different for corequisite college algebra students, and the effect of student status (first generation, underrepresented minority, low socioeconomic status) on mathematics course outcomes. The population studied is primarily incoming first year students at the University of Illinois. The findings indicate that (a) mathematical background knowledge (as measured by ALEKS PPL) does predict course outcomes and course outcomes improved with higher placement exam scores; (b) difference in course outcomes are nonsignificant for the corequisite college algebra students; and (c) some subpopulations of students taking college algebra at Illinois are at greater risk of nonsuccess. Implications for future research and practice are discussed.","Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2023-08-01","The student, Alison Reddy, accepted the attached license on 2021-07-14 at 10:37.","The student, Alison Reddy, submitted this Dissertation for approval on 2021-07-14 at 10:46.","This Dissertation was approved for publication on 2021-07-14 at 17:14.","DSpace SAF Submission Ingestion Package generated from Vireo submission #16925 on 2022-01-12 at 12:54:59","Made available in DSpace on 2022-01-12T22:35:15Z (GMT). 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The crux revolves around placement policies, placement mechanisms, and corequisite courses. This thesis considers the history, goals, challenges, and best practices for institutions that are implementing or evaluating placement programs, and the impact on students. These studies investigate the following topics: the extent to which mathematical background knowledge predicts mathematics course outcomes, to what extent course outcomes are different for corequisite college algebra students, and the effect of student status (first generation, underrepresented minority, low socioeconomic status) on mathematics course outcomes. The population studied is primarily incoming first year students at the University of Illinois. The findings indicate that (a) mathematical background knowledge (as measured by ALEKS PPL) does predict course outcomes and course outcomes improved with higher placement exam scores; (b) difference in course outcomes are nonsignificant for the corequisite college algebra students; and (c) some subpopulations of students taking college algebra at Illinois are at greater risk of nonsuccess. Implications for future research and practice are discussed.","Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2023-08-01","The student, Alison Reddy, accepted the attached license on 2021-07-14 at 10:37.","The student, Alison Reddy, submitted this Dissertation for approval on 2021-07-14 at 10:46.","This Dissertation was approved for publication on 2021-07-14 at 17:14.","DSpace SAF Submission Ingestion Package generated from Vireo submission #16925 on 2022-01-12 at 12:54:59","Made available in DSpace on 2022-01-12T22:35:15Z (GMT). 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