Browsing by Author "University of Minnesota: Office of Research and Evaluation (ORE)"
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Item GC Course Completion Rates for Academic Years 1994/1995 - 1997/1998(University of Minnesota: General College, 1998) University of Minnesota: Office of Research and Evaluation (ORE)This report is a follow up to the 1993/94 Report on Completion Rates for GC Courses done by Robert DelMas and Cathrine Wambach. This current report considers data on course completion rates from the past four years. It describes any patterns in completion rates over those four years and compares the conclusions about course completion rates from the last report with conclusions drawn from the most current data.Item How Are Writing Intensive Courses Affecting Students?: What the Grade Records Have to Say(University of Minnesota: General College, 2000-10-05) University of Minnesota: Office of Research and Evaluation (ORE)Item Rates of Intra-University Transfer for General College Students: Annual Report(University of Minnesota: General College, 2003-07) University of Minnesota: Office of Research and Evaluation (ORE)Item Research Notes: Summary of Eight Years of Retention, Transfer, and Graduation Data for GC Students(University of Minnesota: General College, 1992-02-03) University of Minnesota: Office of Research and Evaluation (ORE)Item Research Notes: Summary of Eight Years of Retention, Transfer, and Graduation Data for GC Students(University of Minnesota: General College, 1991-02-01) University of Minnesota: Office of Research and Evaluation (ORE)Item Utilization, Functionality, and Effectiveness of The Quarter-Based General College Preparatory Mathematics Program(University of Minnesota: General College, 2001) University of Minnesota: Office of Research and Evaluation (ORE)This report presents results of research that was conducted in order to examine the relationship between preparatory college mathematics course taking and performance in subsequent college-level mathematics courses. First, preparatory mathematics course taking patterns and performance outcomes were examined. Second, the relationship between these patterns and outcomes, and registration for, and performance in, subsequent mathematical thinking courses was examined. Finally, performance in Mathematical Thinking courses was compared between students who had taken preparatory mathematics and those who had not.