Gaining Ground: Findings from the Dana Center Mathematics Pathways Impact Study

Literaturnachweis - Detailanzeige

Trefferliste

Autor/inn/en	Rutschow, Elizabeth Zachry; Sepanik, Susan; Deitch, Victoria; Raufman, Julia; Dukes, Dominique; Moussa, Adnan
Institution	Columbia University, Center for the Analysis of Postsecondary Readiness (CAPR); MDRC
Titel	Gaining Ground: Findings from the Dana Center Mathematics Pathways Impact Study
Quelle	(2019), (124 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Numeracy; Mathematics Achievement; Mathematics Skills; Adults; Program Effectiveness; Mathematics Instruction; Course Content; Teaching Methods; Remedial Mathematics; Developmental Studies Programs; College Mathematics; Community Colleges; Program Implementation; Mathematics Curriculum; College Attendance; College Credits; Graduation; Costs; Texas + Suchen Sie Ihr Suchwort? Rechenkompetenz; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Mathematics ability; Mathematics lessons; Mathematikunterricht; Kursprogramm; Teaching method; Lehrmethode; Unterrichtsmethode; Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium; Community college; Community College; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit; Achievement; Performance; Anrechnung; Leistung; Abschluss; Graduierung; Cost; Kosten
Abstract	Analyses of literacy and numeracy levels worldwide by the Organisation for Economic Cooperation and Development suggest that the U.S. population has one of the lowest numeracy levels among developed nations. Sixty-four percent of American adults are unable to use math and interpret math problems that most higher-level jobs require, and a full 30 percent can perform only basic mathematical computations such as arithmetic or solve simple one-step operations such as counting. These findings reveal the critical need to improve American adults' math skills. Even in the U.S. educational context, many people continue to struggle with learning math, and college preparatory math classes, also known as developmental or remedial math, present a particular challenge. This report presents the findings of a study of a popular math pathways innovation, the Dana Center Mathematics Pathways (DCMP, formerly the New Mathways Project). It examines the effects of the implementation of the DCMP's curricular models, which entail changes in both math content and instructional methods in developmental education and college-level courses while also accelerating developmental students' progress into college-level math. Using a randomized controlled trial, this evaluation examines how four Texas community colleges implemented the DCMP at their institutions in developmental and college-level classrooms and looks at the differences in instruction between these courses and colleges' standard math courses. Additionally, the study analyzes the impact of the DCMP on students' academic outcomes for up to four semesters and compares the costs of the initiative with colleges' standard course pathways. Following an introduction in chapter one, the remainder of the report is divided into five chapters. Chapter 2 discusses in more detail the DCMP model and expectations for its implementation. Chapter 3 discusses the implementation of the DCMP at the four colleges, and the fidelity and contrast between the DCMP and the colleges' standard math courses. Chapter 4 analyzes the DCMP's impact on students' outcomes. Chapter 5 examines the costs of the DCMP. Finally, Chapter 6 provides concluding thoughts and recommendations for next steps in research and practice. [For the Executive Summary, see ED600651.] (ERIC).
Anmerkungen	Center for the Analysis of Postsecondary Readiness. Teachers College, Columbia University, 525 West 120th Street Box 174, New York, NY 10027. Tel: 212-678-3091; e-mail: capr@columbia.edu; Web site: https://postsecondaryreadiness.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01