Maximizing Math Throughput of Students Who Did Not Complete Algebra 2 in High School
Saved in:
| Title: | Maximizing Math Throughput of Students Who Did Not Complete Algebra 2 in High School |
|---|---|
| Language: | English |
| Authors: | Hayward, Craig, RP Group |
| Source: | RP Group. 2021. |
| Availability: | RP Group. 369-B Third Street Suite 397, San Rafael, CA 94901. Tel: 510-527-8500; e-mail: info@rpgroup.org; Web site: https://rpgroup.org |
| Peer Reviewed: | N |
| Page Count: | 42 |
| Publication Date: | 2021 |
| Sponsoring Agency: | California Community Colleges, Chancellor's Office |
| Document Type: | Reports - Research |
| Education Level: | Two Year Colleges Higher Education Postsecondary Education High Schools Secondary Education Grade 9 Junior High Schools Middle Schools Grade 10 Grade 11 Grade 12 |
| Descriptors: | Mathematics Instruction, Two Year College Students, Algebra, Community Colleges, Courses, College Mathematics, High School Students, Secondary School Mathematics, Remedial Mathematics, Mathematics Achievement, Correlation, State Legislation, Grade Point Average, Enrollment, Course Selection (Students), Grade 9, Grade 10, Grade 11, Grade 12, Student Characteristics |
| Geographic Terms: | California |
| Abstract: | In this paper the author investigates how the one-year math throughput rate of community college students varies according to the highest level of math completed in high school, with a particular focus on the implications of successfully completing Algebra 2 while in high school. Community college math throughput rates for students with different levels of math coursework completion in high school are compared, with the primary contrast being differences in throughput among students who enter their community college math sequence via Intermediate Algebra relative to the throughput of students who begin their math coursework in a transferable, college-level math class. Based on their findings, the author recommends that colleges direct all students to begin their math studies in transferable, college-level math classes regardless of whether they completed Algebra 2 (or the equivalent) in high school. In addition to expanding access to transferable, college-level math, colleges should offer concurrent remediation options as well as additional support for students with lower high school GPAs and/or lower levels of math attainment in high school. |
| Abstractor: | ERIC |
| Entry Date: | 2021 |
| Accession Number: | ED615363 |
| Database: | ERIC |
| Abstract: | In this paper the author investigates how the one-year math throughput rate of community college students varies according to the highest level of math completed in high school, with a particular focus on the implications of successfully completing Algebra 2 while in high school. Community college math throughput rates for students with different levels of math coursework completion in high school are compared, with the primary contrast being differences in throughput among students who enter their community college math sequence via Intermediate Algebra relative to the throughput of students who begin their math coursework in a transferable, college-level math class. Based on their findings, the author recommends that colleges direct all students to begin their math studies in transferable, college-level math classes regardless of whether they completed Algebra 2 (or the equivalent) in high school. In addition to expanding access to transferable, college-level math, colleges should offer concurrent remediation options as well as additional support for students with lower high school GPAs and/or lower levels of math attainment in high school. |
|---|
