Factors influencing the success of high achieving academically at-risk college algebra students

This study is an examination of 79 highly successful but academically at-risk College Algebra students at the University of Arkansas at Fort Smith.;The impetus for the study came when the researcher noticed there were some marginal students in her classes who were earning A's in College Algebra These "marginal" students were ones who had barely passed Intermediate Algebra with a C, or ones who placed into College Algebra with the lowest ACT score allowable for placement. She wanted to know "what their secret was" and what were the factors they believed had contributed to their success in College Algebra.;The purpose of this study was two-fold: (1) to develop a better understanding of at-risk College Algebra students at UA Fort Smith, and (2) to uncover factors at-risk College Algebra students at the University of Arkansas Fort Smith attributed to their success. By identifying and querying the students who were highly successful, when all indications predicted they would fail, it is hoped that the faculty and the institution can learn what to do to help other students be as successful.;To achieve this purpose, two major research questions had to be answered: (1) Who were the "at risk" College Algebra students who earned an A at UA Fort Smith? (2) What factors do the students believe contributed to their success in College Algebra?;Answering the two research questions involved four major processes. The first task was to determine who the highly successful, academically at-risk students at UA Fort Smith were. The second task was an analysis of the literature concerning the need for college mathematics and factors contributing to success in the course. The third step was the creation of a questionnaire based on Hammon's C3AMEO Model. The final procedure consisted of surveying the target population and analyzing the results. Sixty-two students (78%) responded to the three-page survey.