This study examines the impact of problem posing on developmental mathematics students. Currently, students enter post-secondary institutions underprepared for college mathematics and are required to take developmental mathematics courses. Given their past challenges with mathematics, the students tend to have negative beliefs and attitudes toward…

The relationship between high school mathematics curricula and the likelihood of students who enroll in a developmental (non-credit bearing) course in college taking additional mathematics courses was studied. The results showed that high school mathematics curriculum, years of high school mathematics completed, and ACT mathematics scores were…

Although vocabulary instruction is a pressing need for postsecondary reading instructors, a minimal amount of current postsecondary scholarship addresses this need, and almost no current scholarship addresses the textbook tradition of morphemic analysis (MA). The present article reviews the literature on MA instruction and argues for teaching MA…

This Brief summarizes a study that addresses the impact of remedial and developmental courses on students with a range of levels of preparedness. Using longitudinal data from Tennessee, the authors estimate the effects of placement into varying levels of mathematics, reading, and writing courses for students attending public two- and four-year…

Each year, thousands of American students enter postsecondary institutions unprepared for college-level work and are subsequently placed in remedial or developmental courses. Several recent studies have examined the impact of these courses on student outcomes, but such studies focus exclusively on students who need just one or two classes; the…