Predictors of Postsecondary Success: An Analysis of First Year College Remediation Page: 35
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intensity and quality of student's high school curriculum had greater relationship to college
degree completion than high school achievement scores and overall grade point average
(Fernandez, Fletcher, & Klepfer, 2017). Adelman (2006) cited a rigorous high school
coursework as a key predictor for student postsecondary success. Adelman found high school
students completing rigorous courses in English; foreign language; social studies; pre-calculus,
calculus, or trigonometry; and biology, chemistry, or physics were 95% more likely to obtain
their bachelor's degree. Studies performed by ACT (2007) supported Adelman's findings by
surmising that high school curriculum should consist of a minimum three years' study of math
consisting of at least algebra I, geometry, and physics; and three years study of science
consisting of at least biology, chemistry, and physics (ACT, 2007).
College mathematics courses of algebra and calculus were found to be the most often
failed and dropped courses at the postsecondary level (Adelman, 2006). Klepfer and Hull (2012)
found high school students dramatically improved their likelihood of college degree completion
if they had successfully completed high school level pre-calculus and calculus. Additionally,
students that had completed algebra I in the eighth grade and algebra II in the ninth grade were
found to be less likely to need developmental education at the college level (Klepfer & Hull,
2012; Lee, 2012).
Many school districts across the United States and the state of Texas implemented
advanced academic courses designed to enhance the academic rigor of their secondary
curriculum intended to help bridge the gap between high school and college. According to
Maruyama (2012), "the effectiveness of postsecondary education increases when students
aspiring to attend college have developed academic skills preparing them to succeed" (p. 252).
ACT (2010a) reported students taking additional courses above the core curriculum were more
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Baker, Emmett Andrew. Predictors of Postsecondary Success: An Analysis of First Year College Remediation, dissertation, August 2017; Denton, Texas. (https://digital.library.unt.edu/ark:/67531/metadc1011868/m1/43/: accessed April 19, 2019), University of North Texas Libraries, Digital Library, https://digital.library.unt.edu; .