Bernard L. Madison, Therese A. Hart's A challenge of numbers : people in the mathematical sciences PDF

By Bernard L. Madison, Therese A. Hart

Describes the conditions and matters founded on humans within the mathematical sciences, largely scholars and academics at US faculties and universities. right here, tendencies within the mathematical sciences' most useful source - its humans - are awarded narratively, graphically, and numerically as a data base for policymakers.

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Similar circumstances exist in academic programs in computer science. About this PDF file: This new digital representation of the original work has been recomposed from XML files created from the original paper book, not from the original typesetting files. Page breaks are true to the original; line lengths, word breaks, heading styles, and other typesetting-specific formatting, however, cannot be retained, and some typographic errors may have been accidentally inserted. Please use the print version of this publication as the authoritative version for attribution.

Blacks and Hispanics were less likely to have attended college; this tendency is also reflected in the different enrollment rates of 18to 24-year-olds. Another one-third did start college, but not in the traditional way. Of the remaining one-third—those who did enroll full-time in college—about one-half persisted through four years of college, and three-fourths of these eventually attained degrees. 8). At no one point in the four years of college were students more likely to get off track. The lower persistence rates for blacks and Hispanics reflected the cumulative effect of fewer students continuing at each point (academic year and summers) rather than high attrition at any one identifiable stage (NCES, 1989).

COLLEGE AND UNIVERSITY MATHEMATICAL SCIENCES 29 ics, more women (27%) than men (22%) anticipated that they will need further special tutoring or remedial help (CIRP, 1987b). Not only do students anticipate that they will need remedial courses, but they do also in fact enroll in these courses. As many as one-fourth of all college freshmen are taking remedial courses in mathematics (BOC, 1988a). 3). More students are needing and taking high-school-level mathematics courses in college, raising the much-discussed question: Should students expect to participate in higher education without the requisite background, and to what extent should colleges and universities try to accommodate these students?

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A challenge of numbers : people in the mathematical sciences by Bernard L. Madison, Therese A. Hart

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