Literaturnachweis - Detailanzeige
| Autor/inn/en | Schudde, Lauren; Keisler, Katherine |
|---|---|
| Titel | The Relationship between Accelerated Dev-Ed Coursework and Early College Milestones: Examining College Momentum in a Reformed Mathematics Pathway |
| Quelle | In: AERA Open, 5 (2019) 1, (22 Seiten)
PDF als Volltext kostenfreie Datei |
| Zusatzinformation | ORCID (Schudde, Lauren) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 2332-8584 |
| Schlagwörter | Community Colleges; Two Year College Students; Remedial Mathematics; Acceleration (Education); College Mathematics; Instructional Effectiveness; Academic Persistence; College Credits; Outcomes of Education; College Freshmen; Texas |
| Abstract | More than half of community college students fail to meet college-readiness standards in math. Developmental education (dev-ed) aims to help students acquire the knowledge and skills to succeed in college-level math but is plagued with low rates of advancement. We examined the impact of a model that accelerates developmental math coursework so that students can complete dev-ed and college math courses in their programs of study within 1 year. Using data from Texas and a propensity score matching approach, we tested the impact of the model on several college milestones. Results suggest that students in the accelerated model were more likely to persist and accumulate college-level credits during the 1st year than those in traditional dev-ed math. After 3 years, there was a strong positive relationship between participation in the accelerated model and important college milestones, like college math course completion and total accumulated college-level credits. (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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