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Georgia Journal of Science

Abstract

VSU is identifying students at-risk of failing College Algebra based on admissions data, including SAT/ACT-Math scores and high school GPA’s. Fall 2014, the Department of Mathematics and Computer Science taught College Algebra to at-risk students via Extended Sections. In this study, we compared the common departmental final exam scores for the treatment group, Extended Sections, and the control group, Traditional Method Sections, in order to compare the students’ performance. The mean SAT-Math and ACT-Math scores for the treatment group were significantly lower than the mean SAT-Math and ACT-Math scores for the control group. However, the students’ performance on the departmental final exam for the treatment group and control group showed no significant difference. The at-risk mathematics students that take the Extended Sections can perform on average on the final exam just as well as the students in the traditional courses.

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