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High School Gpa And English Graduation Examinations: Predicting College English Placement And English 101 Final Course Grades, Elizabeth Vinaja
High School Gpa And English Graduation Examinations: Predicting College English Placement And English 101 Final Course Grades, Elizabeth Vinaja
Doctoral Dissertations and Projects
This multiple regression study examined the various signals that high school students typically receive from grades and assessments, indicating whether they are prepared for high school graduation and for the academic challenges of introductory college-level courses. This study used archival data collected from two community colleges in the State University of New York (SUNY) system that met the criteria for the study. High school grade point average (GPA) and New York State Comprehensive English Regents Examination scores were examined to see if they predict student placement into college-level English and eventual English 101 final course grades. College English placement was …
Academic Intervention: Acceleration And Remediation, Barbara Franklin
Academic Intervention: Acceleration And Remediation, Barbara Franklin
Doctoral Dissertations and Projects
Eighth grade math students must pass a standards based test to be promoted to the next grade. Students who were at risk of failing the state’s annual test faced impending retention. The purpose of this quasi-experimental study was to see if an intensive nine-week (55 min per day) remedial Math Connection (MC) class for 67 suburban, eighth grade students identified as at risk of failing, could significantly increase the scores; concurrently, at this Title I school, they were compared with 122 eighth grade students who were not identified as at risk of failing. The dependent variable was measured using the …
Teachers’ Experiences Of Georgia’S Early Math Intervention Program: A Phenomenological Study, Rachel Scott
Teachers’ Experiences Of Georgia’S Early Math Intervention Program: A Phenomenological Study, Rachel Scott
Doctoral Dissertations and Projects
The purpose of this phenomenological study was to investigate the perceptions that K-5 teachers have toward Georgia’s mandated Early Intervention Math Program (EIP) on at risk learners in an elementary school in a rural, North Georgia community. The following questions guided the study: 1. How do K-5 teachers describe their experience with Georgia’s Early Intervention Math Program as an early math intervention for at-risk learners? 2. How do participants describe their experiences with Georgia’s EIP regarding student math preparedness? 3. How do participants perceive the EIP program in comparison to the regular education math program? The setting for this study …