Accuracy of self-reported activities and accomplishment of college-bound students

This study investigated the effects of a closed circuit television (CCTV) system on the reading rates of six visually impaired, college-bound students. Two conditions were imposed: (1) the students received no training in its use but were encouraged to practice with the system and (2) they were then exposed to a systematic training procedure. A multiple baseline design across subjects was used. The students exhibited inconsistent directions of change in reading rate when they were introduced to CCTV without training. These differences appeared to be a function of an interaction between reading efficiency (rate and comprehension) and visual acuity. After systematic instruction in the use of CCTV, however, the reading rates of all the students increased, regardless of the direction of change exhibited in the preceding phase.

Download Full-text

Upward Bound Students Compared to Other College-Bound Students: Profiles of Nonacademic Characteristics and Academic Achievement

The Journal of Negro Education ◽

10.2307/2668135 ◽

1998 ◽

Vol 67 (4) ◽

pp. 346 ◽

Cited By ~ 5

Author(s):

Gail T. McLure ◽

Roger L. Child

Keyword(s):

Academic Achievement ◽

Upward Bound ◽

College Bound Students

Download Full-text

Reconsidering the 1980s: What Should Not Be in the Algebra and Geometry Curricula of Average College-Bound Students?

Mathematics Teacher ◽

10.5951/mt.100.5.0078 ◽

2006 ◽

Vol 100 (5) ◽

pp. 78-79

Author(s):

Zalman Usiskin

Keyword(s):

Mathematics Education ◽

Mathematics Courses ◽

Grade Levels ◽

Retrospective View ◽

College Bound Students

This article gives a retrospective view on major changes in mathematics education the last 25 years. It notes increased enrollment in higher mathematics courses, earlier grade levels at which algebra and geometry are taken, multiplicity of standards and assessments. The author looks back on his recommendation given in 1980 and presents his assessment of their validity under current conditions.

Download Full-text

A Progress Report on the Implementation of the Recommendations of the Commission on Mathematics

Mathematics Teacher ◽

10.5951/mt.63.6.0461 ◽

1970 ◽

Vol 63 (6) ◽

pp. 461-468

Author(s):

S. Irene Williams

Keyword(s):

Progress Report ◽

Primary Concern ◽

College Board ◽

Teaching Of Mathematics ◽

Mathematics Preparation ◽

College Bound Students ◽

The Many

A Little over ten years ago the Commission on Mathematics was formed by the College Board at the request of its Committee of Examiners in Mathematics. Although the Commission's primary concern has been the mathematics preparation of college-bound students, it has nevertheless been influential in shaping the efforts of the many groups of mathematicians and educators to reinvigorate the teaching of mathematics throughout the schools.

Download Full-text

Soundoff: Developmental-Studies Mathematics: Developmental or Review?

Mathematics Teacher ◽

10.5951/mt.79.6.0402 ◽

1986 ◽

Vol 79 (6) ◽

pp. 402-403

Author(s):

John T. Gordon

Keyword(s):

High School ◽

Community College ◽

Secondary School ◽

Major Part ◽

School Curriculum ◽

Colleges And Universities ◽

Developmental Studies ◽

College Level ◽

Secondary School Curriculum ◽

College Bound Students

Developmental-studies mathematics is the set of skills that students must possess if they are to be sucessful in beginning college-level mathematics. In most colleges and universities, elementary algebra from the secondary school curriculum is a major part of developmental-studies mathematics. Some arithmetic, or some intermediate algebra, or some of both is also commonly included. Although this content is studied by most college-bound students before they enter their last two years of high school, over 60 percent of all students nationally who enter a community college are required to take developmental-studies mathematics (Griffin 1981). Similarly, in many of the larger universities, this statistic is over 50 percent (Whitesitt 1982).

Download Full-text