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The Predictive Validity Of High School Grades To College Remedial Mathematics Performance, John Dozier
The Predictive Validity Of High School Grades To College Remedial Mathematics Performance, John Dozier
College of Education Theses and Dissertations
The concerns for remedial education are not new – as remedial education has a long history. Yet, the issues are gaining prominence in our discourse about improving the outcomes associated with post-secondary education. Any discussion of improvement is often accompanied by a discussion regarding the challenge posed to post-secondary institutions in meeting the growing remedial needs of the students that they receive. The purpose of this research is to evaluate community college placement of students into remedial coursework through an examination of whether a student’s high school mathematics preparation and mathematics grade average are a significant determinant of their completion …
Personalismo, Small Schools, And Latino Students' Academic Success, Isabel Mesa Collins
Personalismo, Small Schools, And Latino Students' Academic Success, Isabel Mesa Collins
College of Education Theses and Dissertations
A growing body of research indicates that Latino students continue to struggle academically presenting educators and school leaders with serious concerns about a cultural achievement gap. Guided by the work of Lee & Loeb, (2000); Lee & Freidkin, (2007) and Stevens, (2008) who have examined small personalized learning communities, this paper examines the concept of personalismo as a conduit for establishing a platform that may help narrow the achievement gap within the Latino population in the public school system. Through a series of T-Tests, conducted in two small public schools with varying levels of personalismo, within a Chicago Public School …
The Effects Of An Advisory Program On Middle-Level Student Learning, Jeffrey Stawick
The Effects Of An Advisory Program On Middle-Level Student Learning, Jeffrey Stawick
College of Education Theses and Dissertations
The purpose of this study is to explore if a middle school advisory program significantly effected student learning. Educators who advocate for the middle school concept for middle-level education claim that purposefully designed advisory programs can have specific beneficial effects. However, a limited body of knowledge and little empirical evidence supports this assumption. This study uses an ex-post facto quasi-experimental design comparing three consecutive eighth grade classes in a middle school where such an advisory program was developed. The program was designed to improve student learning through improved relationships, interventions, and additional instruction time. The first eighth grade class had …