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

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. Executive Summary
Quelle	(2019), (24 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 (Austin) + 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	Many college students are required to take at least one developmental math course, but as many as half of them fail to complete their developmental math requirements and never matriculate into college-level courses. To address this issue, the Charles A. Dana Center at the University of Texas at Austin created the Dana Center Mathematics Pathways (DCMP) to help colleges implement math pathways aligned with students' programs of study in both developmental and college-level courses, accelerate students' progress to and through college-level math, develop strategies to support students as learners, and integrate evidence-based practices in instruction. The Dana Center also created curricula the colleges used for three course pathways (focused on statistical reasoning, quantitative reasoning, and algebra/calculus). This CAPR study looks at how four Texas community colleges implemented DCMP and how instruction in DCMP courses compares with traditional developmental and college-level math courses. Through a randomized controlled trial involving 1,422 students who entered the study from fall 2015 through spring 2017, the researchers examined the impact of DCMP on student outcomes for up to four semesters. The study also considers student perspectives on the reforms and the start-up and ongoing costs of DCMP to the colleges. Researchers found that the colleges were successful in revising pre-existing policies, curricula, and pedagogy in order to launch and then scale DCMP courses to reach more students. They also found that instruction in DCMP courses looked very different from that in colleges' standard developmental course offerings and college-level algebra courses. Finally, researchers found that DCMP students enrolled in and passed college-level math at higher rates than non-DCMP students, indicating that DCMP played a part in helping them overcome some of the pitfalls of developmental education and reach a crucial milestone. Key findings include the following: (1) DCMP had a positive impact on students' completion of the developmental math sequence and their likelihood of taking and passing college-level math; (2) The impacts of DCMP appear to be greater for part-time students and students assessed as needing multiple developmental courses; and (3) Start-up and net ongoing direct costs to the colleges to implement and maintain DCMP were fairly low. [For the main report, see ED600649.] (As Provided).
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