Causal Quantitative Research and Implications for Developmental Mathematics Reform: A Literature Review

Autor/in	Beamer, Zachary
Titel	Causal Quantitative Research and Implications for Developmental Mathematics Reform: A Literature Review
Quelle	In: Community College Enterprise, 27 (2021) 1, S.9-21 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1541-0935
Schlagwörter	Developmental Studies Programs; Academic Achievement; Graduation; Remedial Mathematics; Mathematics Instruction; College Readiness; At Risk Students; Academic Persistence; Student Placement; Statistical Analysis; Student Needs; College Credits; Educational Change; Change Strategies; Virginia + Suchen Sie Ihr Suchwort? Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium; Schulleistung; Abschluss; Graduierung; Mathematics lessons; Mathematikunterricht; Schülerpraktikum; Statistische Analyse; College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung; Bildungsreform; Lösungsstrategie
Abstract	Many students enter higher education with poor preparation for college mathematics courses. These students are often placed through high-stakes placement testing into developmental coursework that bear no credit towards graduation, but many students who begin in developmental coursework never succeed in a college-level mathematics course. Recent quantitative scholarship estimating the impacts of developmental placement and coursework on performance in gatekeeper courses and graduation has cast doubt on the effectiveness of common remediation practices. Such scholarship has prompted major ongoing reform efforts across the nation. This article highlights some of these findings, while exploring the assumptions of such research and the implications these assumptions have on how to interpret this scholarship. (As Provided).
Anmerkungen	Schoolcraft College. Community College Enterprise, 19600 Haggerty Road, Livonia, MI 48152. Fax: 734-462-4679; e-mail: cce@schoolcraft.edu; Web site: http://www.schoolcraft.edu/ccE
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01