The National Center for Educational Statistics reported that one out of every five entering freshmen students take at least one math remedial course. In general, many of the students who take remedial courses tend to experience higher rates of academic probation and disqualification. These experiences stem from the substandard education that students receive in the K-12 public school system.
Mathematics Intervention Programs (MIPs) have been designed to address the math remediation crisis and to facilitate student success. The impact of academic programs like MIPs on student retention has not been studied in depth.
The purpose of this study is to apply the time to event analysis on dropout rates for students who participated in an MIP versus those who did not attend an MIP. The goal for this study is twofold: (l) to discuss parametric and nonparametric time to event analysis for modeling dropout rates; and (2) to estimate and model the time periods when students are at their highest risk of dropping out of college after participating in an MIP.
|Commitee:||Safer, Alan, Suaray, Kagba|
|School:||California State University, Long Beach|
|School Location:||United States -- California|
|Source:||MAI 51/03M(E), Masters Abstracts International|
|Subjects:||Mathematics education, Statistics|
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