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Rising to the challenge

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TitleInfo
Title
Rising to the challenge
SubTitle
postsecondary developmental mathematics and college success
Name (type = personal)
NamePart (type = family)
Kowski
NamePart (type = given)
Lynne E.
NamePart (type = date)
1962-
DisplayForm
Lynne E. Kowski
Role
RoleTerm (authority = RULIB)
author
Name (type = personal)
NamePart (type = family)
de la Torre
NamePart (type = given)
Jimmy
DisplayForm
Jimmy de la Torre
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
chair
Name (type = personal)
NamePart (type = family)
Chiu
NamePart (type = given)
Chia-Yi
DisplayForm
Chia-Yi Chiu
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
internal member
Name (type = personal)
NamePart (type = family)
Suh
NamePart (type = given)
Youngsuk
DisplayForm
Youngsuk Suh
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
internal member
Name (type = personal)
NamePart (type = family)
Fesq
NamePart (type = given)
Jacqueline
DisplayForm
Jacqueline Fesq
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
outside member
Name (type = corporate)
NamePart
Rutgers University
Role
RoleTerm (authority = RULIB)
degree grantor
Name (type = corporate)
NamePart
Graduate School - New Brunswick
Role
RoleTerm (authority = RULIB)
school
TypeOfResource
Text
Genre (authority = marcgt)
theses
OriginInfo
DateCreated (qualifier = exact)
2014
DateOther (qualifier = exact); (type = degree)
2014-10
CopyrightDate (encoding = w3cdtf)
2014
Place
PlaceTerm (type = code)
xx
Language
LanguageTerm (authority = ISO639-2b); (type = code)
eng
Abstract (type = abstract)
Commitment to educational access for all students is the primary mission for many community colleges. Postsecondary developmental education is a path to achieve educational equity for many students not prepared for the rigor of college-level courses. In community colleges postsecondary developmental education gives incoming freshmen a place where they can obtain the necessary prerequisite proficiencies needed to achieve success in their college-level courses (Armstrong, 2000; Brothen & Wambach, 2004; McCabe 2000). This paper includes a literature review of developmental education reform initiatives throughout the country, as well as effective past studies regarding postsecondary developmental education in mathematics and its impact on postsecondary success. The primary research focus is to determine if community college students who require and successfully pass developmental mathematics exhibit similar academic outcomes as those not requiring any developmental mathematics. Since this is a clustered sample, students clustered by the high school from which they graduated, hierarchical generalized linear modeling (HGLM) is used to compare the long-term academic outcomes of traditional age (directly out of high school), first time in college (FTIC) students attending a New Jersey, Achieving the Dream (ATD) community college. Initial findings from the fall 2009 cohort show that students requiring developmental education in mathematics, once successfully remediated, experience comparable college-level mathematics course grades to those not requiring developmental mathematics; indicating that developmental mathematics programs can in effect repair initial educational deficiencies for those who pass all courses in the required developmental mathematics sequence with grade of C or better. Unfortunately, also found significant was that developmental mathematics students who started in the lowest level of developmental mathematics are the least likely to persist until successful remediation, thereby eliminating any aspirations of graduating and/or transferring. This study validates the initial findings from one freshmen cohort to another with regard to successful mathematics remediation, as well as expands predictors to include developmental English, financial aid and demographics such as ethnicity, gender, and socioeconomic status. Furthermore, since many students in developmental mathematics do not complete their remediation in a timely manner and/or drop-out of college, this study also investigates what factors increase or decrease the likelihood of successful mathematics remediation, thereby enhancing or inhibiting persistence to graduation or transfer to a four-year institution.
Subject (authority = RUETD)
Topic
Education
Subject (authority = ETD-LCSH)
Topic
Mathematics--Study and teaching (Higher)
Subject (authority = ETD-LCSH)
Topic
Educational change--United States
Subject (authority = ETD-LCSH)
Topic
Community college students--United States
RelatedItem (type = host)
TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
Identifier (type = RULIB)
ETD
Identifier
ETD_5862
PhysicalDescription
Form (authority = gmd)
electronic resource
InternetMediaType
application/pdf
InternetMediaType
text/xml
Extent
1 online resource (xiii, 169 p. : ill.)
Note (type = degree)
Ph.D.
Note (type = bibliography)
Includes bibliographical references
Note (type = statement of responsibility)
by Lynne E. Kowski
RelatedItem (type = host)
TitleInfo
Title
Graduate School - New Brunswick Electronic Theses and Dissertations
Identifier (type = local)
rucore19991600001
Location
PhysicalLocation (authority = marcorg); (displayLabel = Rutgers, The State University of New Jersey)
NjNbRU
Identifier (type = doi)
doi:10.7282/T3GQ6W7V
Genre (authority = ExL-Esploro)
ETD doctoral
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Rights

RightsDeclaration (ID = rulibRdec0006)
The author owns the copyright to this work.
RightsHolder (type = personal)
Name
FamilyName
Kowski
GivenName
Lynne
MiddleName
E.
Role
Copyright Holder
RightsEvent
Type
Permission or license
DateTime (encoding = w3cdtf); (qualifier = exact); (point = start)
2014-09-19 10:40:36
AssociatedEntity
Name
Lynne Kowski
Role
Copyright holder
Affiliation
Rutgers University. Graduate School - New Brunswick
AssociatedObject
Type
License
Name
Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
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Technical

RULTechMD (ID = TECHNICAL1)
ContentModel
ETD
OperatingSystem (VERSION = 5.1)
windows xp
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