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Autor/inBoatman, Angela
TitelAccelerating College Remediation: Examining the Effects of Math Course Redesign on Student Academic Success
QuelleIn: Journal of Higher Education, 92 (2021) 6, S.927-960 (34 Seiten)Infoseite zur Zeitschrift
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ZusatzinformationORCID (Boatman, Angela)
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0022-1546
DOI10.1080/00221546.2021.1888675
SchlagwörterAcceleration (Education); Remedial Instruction; Developmental Studies Programs; College Instruction; Remedial Mathematics; Academic Achievement; Mathematics Achievement; Curriculum Design; Academic Persistence; Community Colleges; Student Placement; Enrollment; College Entrance Examinations; Mathematics Tests; Placement Tests; Scores; Tennessee; ACT Assessment
AbstractAmerican colleges are redesigning the ways in which they offer remedial courses, including mainstreaming students into college-level courses and making greater use of learning-technology to tailor the curriculum to students' specific academic needs. Exploiting a statewide cutoff on a remediation placement exam along with data on student outcomes prior to and after a course redesign effort in Tennessee, I estimate the effects of three different institutional redesign efforts (acceleration, modularization, and corequisite math remediation) on students' short, moderate, and long-term academic success. I find that students exposed to accelerated and corequisite developmental math courses had more positive outcomes than their peers exposed to traditional developmental math courses, but those in modularized courses did not. The magnitude of the estimated effect differs by the type of math redesign and the level of academic need of the students. These results provide insight into the extent to which the particular instruction and delivery methods of developmental courses affect performance in college-level math, credit accumulation, and persistence to degree. (As Provided).
AnmerkungenRoutledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2022/1/01
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