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| Autor/inn/en | Logue, A. W.; Watanabe-Rose, Mari; Douglas, Daniel |
|---|---|
| Titel | Should Students Assessed as Needing Remedial Mathematics Take College-Level Quantitative Courses Instead? A Randomized Controlled Trial |
| Quelle | In: Educational Evaluation and Policy Analysis, 38 (2016) 3, S.578-598 (21 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0162-3737 |
| DOI | 10.3102/0162373716649056 |
| Schlagwörter | Remedial Mathematics; College Mathematics; College Students; Randomized Controlled Trials; Algebra; Statistics; Workshops; Instructional Effectiveness; Comparative Analysis; Mathematics Instruction; Mathematics Achievement; New York (New York) |
| Abstract | Many college students never take, or do not pass, required remedial mathematics courses theorized to increase college-level performance. Some colleges and states are therefore instituting policies allowing students to take college-level courses without first taking remedial courses. However, no experiments have compared the effectiveness of these approaches, and other data are mixed. We randomly assigned 907 students to (a) remedial elementary algebra, (b) that course with workshops, or (c) college-level statistics with workshops (corequisite remediation). Students assigned to statistics passed at a rate 16 percentage points higher than those assigned to algebra (p < 0.001), and subsequently accumulated more credits. A majority of enrolled statistics students passed. Policies allowing students to take college-level instead of remedial quantitative courses can increase student success. (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: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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