Abstract

In order to explore the effectiveness of MSSPU's remedial placement practices and the impacts of participation in the Free Remedial Summer Program on student outcomes, this ex post facto study examined performance in remedial courses, persistence to graduation, and time to graduation as it relates to mathematics and English composition placement level, high school grade point averages, entrance exam scores, and participation in the Free Remedial Summer Program. Five unique statistical tests were utilized to address fifteen hypothesis related to seven research questions. Several major findings were a result of this study. First, students who complete the mathematics placement exam and enroll outside of their recommended level, either above or below their placement level, perform better in both their first and second mathematics courses, on average, than those who enroll at the recommended level. The same was found for English composition. Second, students who place at a non-remedial level are more likely to persist to graduation, statistically. Third, neither high school grade point average nor entrance exam scores alone are strong indicators of time or persistence to graduation. However, fourth, the factors of high school grade point average, entrance exam score, and placement exam performance may be a better indicator of persistence to graduation when analyzed in a combined fashion. Finally, students who enroll in the Free Remedial Summer Program are less likely to persist to graduation than those who enroll in remedial coursework as part of their first term. These students also are more likely to fail their first and subsequent mathematics courses. This study concludes with a brief analysis of implications for practice, recommendations for further research, and a review of best practices.

Notes

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Graduation Date

2016

Semester

Spring

Advisor

Murray, Kenneth

Degree

Doctor of Education (Ed.D.)

College

College of Education and Human Performance

Department

Teaching, Learning and Leadership

Degree Program

Educational Leadership; Executive Track

Format

application/pdf

Identifier

CFE0006150

URL

http://purl.fcla.edu/fcla/etd/CFE0006150

Language

English

Release Date

May 2016

Length of Campus-only Access

None

Access Status

Doctoral Dissertation (Open Access)

Included in

Education Commons

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