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Abstract
United States schools are not providing students with the mathematical background necessary to compete on an international level and become successful adults. Recently, educators and researchers have focused on learning what factors might attribute to this lack of mathematical knowledge. However, few studies have searched for answers from the students themselves.The purpose of this study was to gain an understanding of how recent high school graduates, enrolled in college developmental mathematics courses, perceived the mathematics education they received from their K-12 institution.
Keywords developmental mathematics, high school, college, K-16, school leadership
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