Thesis

High school supports for mathematics remediation at community colleges

An issue for college students and community colleges is the high rate of remediation. This is an important issue for secondary schools to consider, as these schools should be preparing their students for entering college with college-level readiness in mathematics. A school district in California’s Central Valley piloted an intermediate algebra college course taught by a local community college instructor to its high school students. The course was offered at two high school campuses in place of the students’ final period of the day. The college and school district were hoping to show that students could be placed into an intermediate algebra course to show competency at the required level so that upon entering a community college they would be eligible to enroll in a transferable mathematics course. A Chi-Square test of Homogeneity was used to determine if there is a significant difference in the distribution of responses about confidence in mathematics before and after taking intermediate algebra. A two proportion z-test was used to determine if there is a significant difference in the eligibility for mathematics placement in college between high school seniors who enrolled in a community college intermediate algebra course and high school seniors who did not enroll in a community college intermediate algebra course. The analysis of this study showed that there was no significant difference in student confidence in mathematics before and after taking the course. Also, the students who enrolled in an intermediate algebra course are significantly more likely to be eligible for college level mathematics by the time they enter as freshmen.

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