William Donovan, Ethel Wheland (University of Akron, USA)
We studied the relationships between mathematical ability and success and retention in a general chemistry course at an open-enrollment university whose mission is to provide a quality education to a culturally and economically diverse student body. We studied the correlation between the demonstrated level of mathematical ability and success in chemistry and the correlation between the demonstrated level of mathematical ability and retention in chemistry. Data from after the chemistry department implemented a mathematics prerequisite for the chemistry course were examined to compare success and retention prior to and after the adoption of the prerequisite. In addition, we have begun to use the Toledo Placement exam as a diagnostic tool, and will present analysis of that data.