First in the World -- Amp-Up, Union County College: Final Evaluation Report

Autor/inn/en	Douglas, Daniel; Edwards, Renee; McKay, Heather
Titel	First in the World -- Amp-Up, Union County College: Final Evaluation Report
Quelle	(2020), (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Community Colleges; Two Year College Students; Remedial Mathematics; College Mathematics; Required Courses; Program Evaluation; College Outcomes Assessment; Intervention; Student Placement; Control Groups; Experimental Groups; New Jersey + Suchen Sie Ihr Suchwort? Community college; Community College; Pflichtkurs; Programme evaluation; Programmevaluation; Schülerpraktikum
Abstract	In 2016, Union County College began a four-year experiment with corequisite developmental mathematics as part of a grant from the U.S. Department of Education's First in the World (FITW) program. In this experiment, students assessed as needing to take developmental mathematics courses would be eligible to receive a waiver from their developmental requirements and instead proceed to college-level mathematics courses. Students selected to receive a waiver would also be required to participate weekly in tutoring services offered by the college. The Education and Employment Research Center at Rutgers University served as the external evaluator for the study. The evaluation focuses on three key outcomes: continuous enrollment, passing college-level mathematics, and degree completion. The outcomes assessment found that students assigned to the intervention group -- those who had the immediate opportunity to proceed to college-level mathematics with support -- benefitted primarily from the intervention itself. In other words, intervention group students were substantially more likely to have passed a college-level mathematics course within three years than their counterparts in the comparison group, who would have had to first complete a developmental mathematics sequence prior to enrolling in college-level math. Assignment to the treatment group did not, however, have a measurable impact on either student persistence at the college or on degree completion in the study period. [This report was produced by Rutgers' Education and Employment Research Center.] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01