COMMUNITY COLLEGE PLACEMENT: HOW EMERGING POLICY AND PRACTICE RELATE TO SUCCESS AND PERSISTENCE
1 online resource (157 pages) : PDF
University of North Carolina at Charlotte
The purpose of this quantitative study was to examine whether the method of course placement for the first attempted English and mathematics courses was independent of the student demographic variables of gender, race/ethnicity, and Pell Grant eligibility. The study also analyzed if course success and semester-to-semester persistence were dependent upon the method of course placement into the first attempted English and mathematics college-level courses for all students in the study and among demographic groups identified as interdependent. The population for this study were community college students ages 18 to 25-years old who were enrolled in gateway mathematics and English courses during the Fall 2013, Fall 2014, and Fall 2015 semesters. A Chi-Square analysis was utilized to accept or reject the null hypothesis that no relationship existed between the independent and dependent variables. The results of the study found dependence between method of course placement and student demographic variables of race/ethnicity and Pell Grant eligibility. The study also found dependence between method of course placement and course success, as well course placement and semester-to-semester persistence.
COURSE PLACEMENTCOURSE SUCCESSPERSISTENCE
Dika, SandraMerriweather, LisaSilas, Spencer
Thesis (D.Ed.)--University of North Carolina at Charlotte, 2017.
This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s). For additional information, see http://rightsstatements.org/page/InC/1.0/.
Copyright is held by the author unless otherwise indicated.