Deciphering Baseline Rates in Developmental Mathematics Education Through the Lenses of Justice, Equity, Diversity, and Inclusion

Authors

DOI:

https://doi.org/10.46328/ijses.132

Keywords:

Developmental Mathematics, Best Remediation Practices, College Readiness, Persistence Rates, Corequisite Courses, Equity

Abstract

Around fifty-five and twenty-three percent of US students entering two-year community colleges and four-year higher education institutions, respectively, are not ready for college courses. This process is quite costly, costing up to an estimated $7.5 billion a year. This retrospective research project will focus on Developmental Mathematics Education at Texas Woman’s University, the largest university system focused on women as well as a Hispanic-Serving Institution. A decade-long developmental mathematics education data set is used to decipher the baseline rates such as pass rates (with grades A, B, C), fail (F) and withdrawal rates (W). Statistical analyses such as exploratory data analysis and trend analysis will be employed. Equity-minded and inclusive institutional practices are presented. This paper reports a few equity-minded research-based practices that had a tremendous positive influence to increase the success of almost all DME students at TWU.

Author Biography

Junalyn Navarra-Madsen, Texas Woman's University

My name is Junalyn Navarra-Madsen, a full professor of Mathematics at Texas Woman's University (TWU), the largest university in the US focused on women and also an HSI.I have been teaching mathematics for the last 35 years.  I obtained a bachelor's degree at the age of 19 and was immediately hired to teach high school mathematics by the University of St. La Salle Integrated School, Philippines. I later moved to teach college mathematics at Bago City College. I finished her M.S. and Ph.D. Mathematics at the University of Texas at Dallas in August 2004 and immediately got the Texas Woman's University tenure-track assistant professor position in September 2004.I received NSF funding, S-STEM for TWU, where we improved the upward - and forward- movement of our STEM majors and hence these special students graduated on time.  Now, they are enjoying their STEM careers.My current research is delving into Equity-Minded Approaches to help Developmental Education students, particularly Developmental Mathematics students from Hispanic Serving Institutions as well as HBCUs.

References

Navarra-Madsen, J. (2025). Deciphering baseline rates in developmental mathematics education through the lenses of justice, equity, diversity, and inclusion. International Journal of Studies in Education and Science (IJSES), 6(1), 19-28. https://doi.org/10.46328/ijses.132

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Published

2024-12-18

Issue

Vol. 6 No. 1 (2025)

Section

Articles

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Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.