Literaturnachweis - Detailanzeige
Autor/inn/en | Finster, Matthew; Feldman, Jill |
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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 |
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 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 |