Date of Award
College of Education
Type of Degree
Lisa A. Heaton
Mary Ann DeLuca
Statistics on the number of students who leave high school underprepared for postsecondary education, and have to take remedial coursework upon entrance to college vary, but, unfortunately, for at least the last 10 years, these statistics have remained high. This study examined the effectiveness of one transitional high school math curriculum called Essentials for College Math and its impact on 887 students in the state of North Carolina for the 2014-2015 academic year. The results of the study showed that there was a statistically significant improvement seen in pre- and post-test scores of students that completed the course. There was also a statistically significant difference that existed on post-test scores depending on where students scored on a pre-test. A statistically significant improvement, additionally, was seen among students who achieved the proficiency level following the Essentials for College Math course compared to those who were already at the proficiency level prior to taking the course. This study will add to an emerging body of literature surrounding the topic of effectiveness of transitional coursework in high schools.
Mathematics -- Study and teaching (Higher).
Mathematics -- Study and teaching (Secondary)
Riggleman, Jennifer S., "Effectiveness of Essentials for College Math as a High School Transitional Course" (2017). Theses, Dissertations and Capstones. 1123.
Educational Assessment, Evaluation, and Research Commons, Educational Leadership Commons, Higher Education Commons, Science and Mathematics Education Commons, Secondary Education Commons