Cost-Effectiveness of a Statistics-Based Approach to Developmental Mathematics Education

Autor/inn/en	Finster, Matthew; Feldman, Jill
Titel	Cost-Effectiveness of a Statistics-Based Approach to Developmental Mathematics Education
Quelle	In: Journal of College Student Retention: Research, Theory & Practice, 25 (2023) 3, S.533-553 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Finster, Matthew)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1521-0251
DOI	10.1177/1521025121996282
Schlagwörter	Cost Effectiveness; Mathematics Instruction; Statistics Education; Remedial Instruction; Educational Change; Grants; Algebra; Acceleration (Education); Enrollment; College Credits; Course Selection (Students); Teaching Methods; Universities; Community College Students; Undergraduate Students; Program Descriptions; Comparative Analysis; Educational Policy; Maryland + Suchen Sie Ihr Suchwort? Kosten-Nutzen-Analyse; Kosten-Nutzen-Denken; Mathematics lessons; Mathematikunterricht; Förderkurs; Bildungsreform; Grant; Finanzielle Beihilfe; Acceleration; Beschleunigung; Einschulung; College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung; Course selection; Student; Students; Kurswahl; Teaching method; Lehrmethode; Unterrichtsmethode; University; Universität; Community college; Community colleges; College students; Community College; Collegestudent; Politics of education; Bildungspolitik
Abstract	Due to the low success of traditional, postsecondary remediation mathematics, The Maryland Mathematics Reform Initiative First in the World Grant (MMRI-FITW) sought to develop and implement a statistics pathway in 2- and 4-year institutions as an alternative to traditional algebra-based math, to accelerate developmental mathematics students' progress into credit-bearing postsecondary mathematics courses. In this study, we use cost to students and cost to institutions to estimate the cost per student and assess the cost-effectiveness of MMRI-FITW statistics-based vs. traditional algebra-based approach to developmental mathematics education for increasing student enrollment in college credit-bearing mathematics. The results indicate participating in the MMRI-FITW statistics-based vs. traditional algebra-based approach reduces education costs by approximately 7 percent and is 36 percent more cost-effective for increasing student enrollment in college-credit mathematics. The article concludes with the implications of the cost-effectiveness results for scaling the MMRI-FITW statistics-based approach. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01