Student Reflective Summary

In this article, the authors named Boatman Angela and Long terry Bridget who aims to illustrate that whether remediation work for all students or not, how the effect of remedial and developmental courses vary by different level of academic preparation. It shows different outcomes in origin article, which is different ability students in mathematics, reading, or writing had have varying degrees impacted when they are being placed in remedial courses and developmental courses, even in upper-level developmental courses.
The date was collected from a public college in Tennessee in fall 2000, undergraduates who took an examination in mathematics, reading and writing. Firstly, it shows that assigned higher-ability students in mathematics into upper-level developmental course, which get lower college-level credit in comparison to their peers who placed directly into college-level mathematics. Meanwhile, for the lower-ability students in math, being assigned to the remedial math did nuanced compared with previous examination they took. Consequently, the authors named Boatman Angela and Long terry Bridget found that any developmental course did not positive effect for students in mathematics.
Secondly, there is no obvious difference after those
In my opinion, trying to find which is the mostly effective way for students and how to improve student’s ability except join in remedial courses. For college students, due to they have not enough well-prepared in math when they studied in high school, it respectively results in bad outcome. I think the teachers have a responsibility to improve student’s interest and change their oldest teaching syllabus. By contrast, students should pay more attention on class instead of choosing to study in