A case study of policies and practices in developmental mathematics in Missouri's public four-year institutions of higher education.

摘要

Purpose of the study. Developmental education in colleges and universities is a major policy topic across the country. The purpose of this study was to examine the current policies and practices in developmental mathematics (DM) in Missouri's four-year public institutions of higher education and their potential impact on undergraduate students, especially those underprepared and thus deemed high-risk.; Methodology. The research design of this study utilized a mixed case study model of quantitative and qualitative data collection methodologies. A survey instrument was used. Descriptive statistics were utilized to analyze the measurable data. Triangulation was employed in the analysis of the qualitative data. Population included all 13 four-year public institutions of higher education in Missouri. A 100% response rate to the questionnaire was attained.; Findings and conclusions. Differences and similarities were found in the policies and practices of developmental mathematics. Differences existed not only among the different institutions included in this study but also within the same selectivity status. Disadvantageous impact on the developmental students would result from the misalignment of the definition of developmental mathematics, the low status of DM in the institutions, the wide variation of cut-off scores to enroll in college level mathematics, and from the inconsistency of mandatory requirement of placement tests, transferability of DM credits, program evaluation, and professional developmental of DM faculty and staff. Similarities included the use of tests as an assessment method, designating DM credits as non-baccalaureate credits, and allowing concurrent enrollment in DM classes and non-math college level courses. Actionable recommendations were offered to policy makers.