Evaluating Institutional Efforts to Streamline Postsecondary Remediation: The Causal Effects of the Tennessee Developmental Course Redesign Initiative on Early Student Academic Success. An NCPR Working Paper

Autor/in	Boatman, Angela
Institution	National Center for Postsecondary Research (ED)
Titel	Evaluating Institutional Efforts to Streamline Postsecondary Remediation: The Causal Effects of the Tennessee Developmental Course Redesign Initiative on Early Student Academic Success. An NCPR Working Paper
Quelle	(2012), (59 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Remedial Programs; Academic Achievement; Remedial Instruction; Teaching Methods; Statistical Significance; Curriculum Development; Curriculum Enrichment; Curriculum Implementation; Curriculum Evaluation; Cutting Scores; Achievement Gains; Enrollment Rate; Enrollment Trends; Academic Persistence; Program Evaluation; Program Effectiveness; Developmental Studies Programs; Developmental Programs; Academic Records; Student Records; Data Analysis; Tennessee + Suchen Sie Ihr Suchwort? Förderprogramm; Schulleistung; Förderkurs; Teaching method; Lehrmethode; Unterrichtsmethode; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Curriculum revision; Curriculumreform; Reform; Evaluation; Curriculumevaluation; Rahmenplan; Evaluierung; Achievement gain; Leistungssteigerung; Programme evaluation; Programmevaluation; Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium; Entwicklungsplan; College; Colleges; University; Universities; Publication; Hochschule; Fachhochschule; Universität; Akademieschrift; Publikation; Schülerakte; Auswertung
Abstract	Exploiting a statewide cutoff point on the placement examination used to assign students to remedial courses in Tennessee, this study employs a regression discontinuity research design to provide causal estimates of the effects on student outcomes of recently redesigned remedial courses at three Tennessee colleges. Moreover, using data on student outcomes prior to the course redesigns, the study also tests whether the redesigned remedial programs were more effective in preparing students for success in postsecondary education than the remedial programs they replaced. The findings indicate that, among students on the margins of the cutoff score, the effects of enrollment in developmental mathematics were positive and statistically significant on early student persistence as well as on the number of credits attempted but not completed in the first semester. However, these effects did not persist over time, as the results show no statistically significant differences between groups after two years. Yet the study also finds that students who were exposed to redesigned developmental math courses had more positive outcomes than did their peers in non-redesign institutions during the same period and also when compared with students who were exposed to the previous version of traditional remediation within their institution in prior years. Students appear to have benefited from redesigned courses at two of the three institutions. The results of this analysis provide insight into the extent to which the particular instruction and delivery methods of remedial courses affect subsequent student academic outcomes, thus informing administrators and policymakers as to how best to help underprepared students. Summarizing Course Redesign at Each Campus is appended. (Contains 7 tables, 4 figures and 22 footnotes.) (As Provided).
Anmerkungen	National Center for Postsecondary Research. Teachers College, Columbia University, Box 174, 525 West 120th Street, New York, NY 10027. Tel: 212-678-3091; Fax: 212-678-3699; e-mail: ncpr@columbia.edu; Web site: http://www.postsecondaryresearch.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10