Literaturnachweis - Detailanzeige
| Autor/inn/en | Sepanik, Susan; Barman, Sukanya |
|---|---|
| Institution | Columbia University, Center for the Analysis of Postsecondary Readiness (CAPR); Columbia University, Community College Research Center (CCRC); MDRC |
| Titel | Long-Term Effects of the Dana Center Math Pathways Model: Evidence from a Randomized Trial. A CAPR Working Paper |
| Quelle | (2023), (55 Seiten)
PDF als Volltext kostenfreie Datei |
| Zusatzinformation | Weitere Informationen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Remedial Mathematics; College Mathematics; Community College Students; Vocational Interests; Educational Attainment; Mathematics Instruction; College Credits; Program Effectiveness; Texas |
| Abstract | Following up on an individual-level randomized controlled trial of a Dana Center Math Pathways (DCMP) model, this study assessed longer-term impacts on students' math completion, academic progress, and academic attainment. The version of the DCMP that was assessed in this study diversified the developmental and college-level math course content that students take, separating it into distinct pathways that better aligned with their career interests. It also streamlined developmental math sequences into a one-semester developmental course for all students, regardless of placement level, and implemented evidence-based curricula and pedagogy to engage students in active problem solving that was pertinent to real-life situations. The study, which followed 1,411 students from four Texas community colleges and ten campuses, found that, in the five years after random assignment, program group students were consistently more likely to successfully complete their first college-level math courses than control group students. The study did not find impacts after five years on the number of overall college credits that students accrued or on the likelihood that students attained a credential or transferred to a four-year college. (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 | 2024/1/01 |
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