A Study of the Effectiveness of Supplemental Instruction on Developmental Math Students in Higher Education Page: 1
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CHAPTER I
INTRODUCTION
College developmental mathematics programs have been steadily
increasing over the last twenty-five years (Hall, 1985). To deal with the lack of
preparation for college level mathematics, the State of Texas initiated the Texas
Academic Skills Program (TASP) to determine the readiness of students
entering higher education. On February 26, 1994, the Texas Academic Skills
Program (TASP) Test was administered for the 37th time in accordance with
Texas Education Code 51.306, HB 2182, 70th Legislature. In the area of
mathematics, the score of 270, which is designated as the recommended
minimum for enrollment in college algebra, was achieved by only 13.1% of the
students. The remediation standard of 230 was attained by 55.2% of the
students, and the base passing score of 220 was attained by 67.0% of the
entering freshmen.
The problem of under-prepared students in the higher education
setting has a long history. In 1994, higher education institutions are still
dealing with the same dilemma. The problem takes on a more ominous note
when the focus is narrowed to the prospects for success that developmental
students can expect in college mathematics. In 1992, the university in this
study tracked its developmental students to ascertain that only 13%
successfully completed the first on-level college algebra class.
Remedial programs have been established to assist the under prepared
students, but opinions as to their effectiveness are mixed. Proponents of
remedial programs contend that until reform movements in public schools
have had time to upgrade the level of exit abilities, college remedial programs
are necessary. Some contend that adults who have been out of school for a
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Stephens, Jan (Jan Ellen). A Study of the Effectiveness of Supplemental Instruction on Developmental Math Students in Higher Education, dissertation, May 1995; Denton, Texas. (https://digital.library.unt.edu/ark:/67531/metadc279019/m1/10/: accessed July 17, 2024), University of North Texas Libraries, UNT Digital Library, https://digital.library.unt.edu; .