Fredette, D. M. (2020, June), Calculus Readiness and Retention Rates for Home-schooled Students in a Four-year Engineering Program  Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--34251

\bibitem{asee_peer_34251}
  Fredette, D. M. (2020, June), \emph{Calculus Readiness and Retention Rates for Home-schooled Students in a Four-year Engineering Program}
  Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line .
  10.18260/1-2--34251

Danielle Marie Fredette.  "Calculus Readiness and Retention Rates for Home-schooled Students in a Four-year Engineering Program".  2020 ASEE Virtual Annual Conference Content Access, Virtual On line , 2020, June.  ASEE Conferences, 2020.  https://peer.asee.org/34251 Internet.  15 Dec, 2024

\bibitem{asee_peer_34251}
  Danielle Marie Fredette.
  "Calculus Readiness and Retention Rates for Home-schooled Students in a Four-year Engineering Program".
  \emph{2020 ASEE Virtual Annual Conference Content Access, Virtual On line , 2020, June}.
  ASEE Conferences, 2020.
  https://peer.asee.org/34251 Internet.  15 Dec, 2024

@INPROCEEDINGS{asee_peer_34251
author = "Danielle Marie Fredette"
title = "Calculus Readiness and Retention Rates for Home-schooled Students in a Four-year Engineering Program"
booktitle = "2020 ASEE Virtual Annual Conference Content Access"
year = "2020"
month = "June"
address = "Virtual On line "
publisher = "ASEE Conferences"
note = {https://peer.asee.org/34251}
number = {10.18260/1-2--34251}
}

TY  - CPAPER
AB  - ____ University has an unusually large population of students who were homeschooled when they graduated from high school (about 1/5 of students university wide and 1/4 of students currently enrolled in the School of Engineering and Computer Science). In this paper, I investigate the retention rate and calculus readiness for homeschooled students entering the School of Engineering and Computer Science as compared with their non-homeschooled peers.

In this study, I hypothesized that homeschooled students might have a different likelihood to succeed in engineering school compared to their non-homeschooled peers. The results of the data study support this hypothesis and suggest that homeschooled students are more likely than others to succeed in engineering school, with retention in (and graduation from) the School of Engineering and Computer Science as the primary metric of success. Data studied include ACT composite and ACT math scores, retention rates, and scores from an internal math placement test administered to all incoming freshmen. The results also begin to narrow down the likely reasons why homeschoolers tend to perform differently than their peers. Higher rates of calculus readiness upon entry into college is considered as a possible explanation for homeschooled students' increased retention. However math preparedness scores are not found to set homeschooled students apart from others. Therefore, even though neither group of students studied is apparently disadvantaged in math preparedness, homeschoolers have higher retention rates and are therefore more likely to graduate in engineering. While the data studied does not offer a cause for this retention difference, I identify in the literature and discuss in the paper the possible explanation of homeschoolers tending to be more indpendent learners and therefore more successful in engineering school.  
AU  - Danielle Marie Fredette
CY  - Virtual On line 
DA  - 2020/06/22
PB  - ASEE Conferences
TI  - Calculus Readiness and Retention Rates for Home-schooled Students in a Four-year Engineering Program
UR  - https://peer.asee.org/34251
DO  - 10.18260/1-2--34251
ER  -