Evaluating the Effects of Basic Skills Mathematics Placement on Academic Outcomes of Community College Students PDF Download
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Author: Tatiana Melguizo
Publisher:
ISBN:
Category :
Languages : en
Pages : 9
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Book Description
The main objective of the authors' proposed study is to evaluate the effectiveness of math placement policies for entering community college students on these students' academic success in math, and their transfer and graduation rates. The main research question that guides the proposed study is: What are the effects of various basic skills mathematics paths on the course-taking patterns of community college students? Their study combines descriptive analyses with a regression discontinuity (RD) design to estimate the effect of developmental education. They have two closely related goals: (1) To provide a descriptive analysis of the course taking patterns (basic skills and college level) of community college students; and (2) To use a regression-discontinuity design to test the effect of assignment to different levels of basic skills courses in mathematics on subsequent educational outcomes. The sampling frame for their analysis consists of about 158,000 community college students who were placed into mathematics in one of nine Los Angeles County Community Colleges between June 2001 and September 2009 and for whom a Continuous Placement Score (CPS) is available in the management information system maintained by the Los Angeles Community College District. The authors have been able to identify the assessment and placement practices in 4 of the 9 community colleges. Table 1 describes the placement rules for these 4 colleges. This evaluation provides insights to the district and the state about the effect of placement on successful course sequences that have the potential to promote persistence and save millions of dollars to the state. (Contains 4 tables.).
Author: Tatiana Melguizo
Publisher:
ISBN:
Category :
Languages : en
Pages : 9
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Book Description
The main objective of the authors' proposed study is to evaluate the effectiveness of math placement policies for entering community college students on these students' academic success in math, and their transfer and graduation rates. The main research question that guides the proposed study is: What are the effects of various basic skills mathematics paths on the course-taking patterns of community college students? Their study combines descriptive analyses with a regression discontinuity (RD) design to estimate the effect of developmental education. They have two closely related goals: (1) To provide a descriptive analysis of the course taking patterns (basic skills and college level) of community college students; and (2) To use a regression-discontinuity design to test the effect of assignment to different levels of basic skills courses in mathematics on subsequent educational outcomes. The sampling frame for their analysis consists of about 158,000 community college students who were placed into mathematics in one of nine Los Angeles County Community Colleges between June 2001 and September 2009 and for whom a Continuous Placement Score (CPS) is available in the management information system maintained by the Los Angeles Community College District. The authors have been able to identify the assessment and placement practices in 4 of the 9 community colleges. Table 1 describes the placement rules for these 4 colleges. This evaluation provides insights to the district and the state about the effect of placement on successful course sequences that have the potential to promote persistence and save millions of dollars to the state. (Contains 4 tables.).
Author: Deborah J. Boroch
Publisher: John Wiley & Sons
ISBN: 0470606614
Category : Education
Languages : en
Pages : 198
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Book Description
Student Success in Community Colleges As more and more underprepared students enroll in college, basic skills education is an increasing concern for all higher education institutions. Student Success in Community Colleges offers education leaders, administrators, faculty, and staff an essential resource for helping these students succeed and advance in college. By applying the book's self-assessment instrument, colleges can pinpoint how their current activities align with the most effective proven practices. Once the gaps are identified, community college leaders can determine the best strategic direction for improvement. Drawing on a broad knowledge base and illustrative examples from the most current literature, the authors cover organizational, administrative, and instructional practices; program components; student support services and strategies; and professional learning and development. Designed to help engage community college leadership and practitioners in addressing the practices, structures, and obstacles that enhance or impede the success of basic skills students, the book's strategies can be tailored to various institutional levels, showing how to unite faculty, staff, and administrators in a cooperative effort to effect institutional change. Finally, Student Success in Community Colleges reveals how investing in a comprehensive basic skills infrastructure can be a financially sustainable model for the institution as well as substantially beneficial to students and society. "This is a most unusual and valuable book; it is packed with careful analysis and practical suggestions for improving basic skills programs in community colleges. Compiled by a team of practicing professionals in teaching, administration, and research, it is knowledgeable about what has been done and imaginative and practical about what can be done to improve the access and success of community college students." K. Patricia Cross, professor of higher education, emerita, University of California, Berkeley "For its first hundred years the community college was committed primarily to access; in its second hundred years the commitment has changed dramatically to success. This book provides the best road map to date on how community colleges can reach that goal." Terry O'Banion, president emeritus, League for Innovation, and director, Community College Leadership Program, Walden University "This guide is the most comprehensive source of information about all facets of basic skills or developmental education. It will be invaluable not just to community college educators across the nation, but also to those in high schools and four-year colleges who share similar problems." W. Norton Grubb, David Gardner Chair in Higher Education, University of California, Berkeley
Author: Barbara Clinton Baxter
Publisher:
ISBN:
Category : Basic education
Languages : en
Pages : 220
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Book Description
Author: National Academies of Sciences, Engineering, and Medicine
Publisher: National Academies Press
ISBN: 0309496624
Category : Education
Languages : en
Pages : 123
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Book Description
The Board on Science Education and the Board on Mathematical Sciences and Analytics of the National Academies of Sciences, Engineering, and Medicine convened the Workshop on Increasing Student Success in Developmental Mathematics on March 18-19, 2019. The Workshop explored how to best support all students in postsecondary mathematics, with particular attention to students who are unsuccessful in developmental mathematics and with an eye toward issues of access to promising reforms and equitable learning environments. The two-day workshop was designed to bring together a variety of stakeholders, including experts who have developed and/or implemented new initiatives to improve the mathematics education experience for students. The overarching goal of the workshop was to take stock of the mathematics education community's progress in this domain. Participants examined the data on students who are well-served by new reform structures in developmental mathematics and discussed various cohorts of students who are not currently well served - those who even with access to reforms do not succeed and those who do not have access to a reform due to differential access constraints. Throughout the workshop, participants also explored promising approaches to bolstering student outcomes in mathematics, focusing especially on research and data that demonstrate the success of these approaches; deliberated and discussed barriers and opportunities for effectively serving all students; and outlined some key directions of inquiry intended to address the prevailing research and data needs in the field. This publication summarizes the presentations and discussion of the workshop.
Author: Dolores Perin
Publisher: John Wiley & Sons
ISBN: 1119261384
Category : Language Arts & Disciplines
Languages : en
Pages : 616
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Book Description
Examines the widespread phenomenon of poor literacy skills in adults across the globe This handbook presents a wide range of research on adults who have low literacy skills. It looks at the cognitive, affective, and motivational factors underlying adult literacy; adult literacy in different countries; and the educational approaches being taken to help improve adults’ literacy skills. It includes not only adults enrolled in adult literacy programs, but postsecondary students with low literacy skills, some of whom have reading disabilities. The first section of The Wiley Handbook of Adult Literacy covers issues such as phonological abilities in adults who have not yet learned to read; gender differences in the reading motivation of adults with low literacy skills; literacy skills, academic self-efficacy, and participation in prison education; and more. Chapters on adult literacy, social change and sociocultural factors in South Asia and in Ghana; literacy, numeracy, and self-rated health among U.S. adults; adult literacy programs in Southeastern Europe and Turkey, and a review of family and workplace literacy programs are among the topics featured in the second section. The last part examines how to teach reading and writing to adults with low skills; adults’ transition from secondary to postsecondary education; implications for policy, research, and practice in the adult education field; educational technologies that support reading comprehension; and more. Looks at the cognitive processing challenges associated with low literacy in adults Features contributions from a global team of experts in the field Offers writing strategy instruction for low-skilled postsecondary students The Wiley Handbook of Adult Literacy is an excellent book for academic researchers, teacher educators, professional developers, program designers, and graduate students. It’s also beneficial to curriculum developers, adult basic education and developmental education instructors, and program administrators, as well as clinicians and counselors who provide services to adults with reading disabilities.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 370
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Book Description
Author: Fihayya Plair
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 72
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Book Description
An extensive literature review of college freshman math placement procedures indicated that non-academic factors may have an important role in college student academic success. Therefore, this thesis investigated 1) the effectiveness of using SAT/prerequisite scores as placement qualifications into college mathematics courses, 2) the effect of adding a placement component that addresses a variety of non-academic factors, giving placement recommendations (ETS SuccessNavigator) and 3) the effect of an intervention designed to improve the non-academic factors. 1) Ho: SAT/prerequisite and final grade in the course have no correlation. Ha: SAT/prerequisite and final grade have some correlation. 2) Ho: mean final grade for recommended students is less than or equal to non-recommended students. Ha: mean scores for recommended students is greater than non-recommended students. 3) H o: the proposed intervention has no effect on the non-academic factors. Ha: the proposed intervention improves the non-academic factors. A letter was sent out to all pre-calculus students in participating classes asking for their participation. Participants took the SuccessNavigator as a pre/post assessment. Participants were randomly assigned to two groups, where they received either social support only, or an additional mindset/social support intervention. Of 200 students, 29 volunteered to participate. SAT/prerequisite effects on final grades were analyzed by correlation. SuccessNavigator effects on final grades were analyzed by T-test. The effect of the intervention on students' non-academic factors was analyzed by Chi-Square. The results of the data analysis suggest SAT and prerequisite scores lack the predictive accuracy to be used as placement qualifications into college mathematics courses, non-academic factors can predict college student academic success, and a mindset/social support intervention has the potential to affect student non-academic factors for larger sample sizes if effect size holds.
Author: Andreea M. Serban
Publisher: Jossey-Bass
ISBN:
Category : Education
Languages : en
Pages : 132
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Book Description
As a result of changes in accreditation standards and state mandates, community colleges are under increased pressure to produce evidence of student learning and achievement. Accreditation standards and state accountability mandates are asking community colleges to produce comprehensive systems for assessing student learning outcomes that go beyond course grades and number of degrees and certificates awarded. What is being requested is actual evidence of what students have learned at the course, program, and certificate and degree levels ... This volume provides examples that community colleges can apply to measuring student learning outcomes at the classroom, course, program, and institutional levels to satisfy local, state, and accreditation requirements for assessing learning outcomes as a means for improving student success -- from cover.
Author: Martha Lou Haehl
Publisher:
ISBN: 9780549045762
Category : Algebra
Languages : en
Pages : 88
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Book Description
Multinomial and logistic regressions along with crosstabs were conducted to determine what factors were predictive of grade in Basic Math then in Introductory Algebra. Results showed that of the predictors considered, the reading placement score followed by gender then ethnicity then the numerical skills placement scores were the predictors of basic mathematics grade. All predictors combined, however, accounted for only about 7% of the variation in grades of basic mathematics students.
Author: Alissa Gardenhire
Publisher:
ISBN:
Category :
Languages : en
Pages : 88
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Book Description
Community colleges nationwide are looking for solutions to help students complete developmental (remedial) math--a known barrier to graduation. Some are offering computer-assisted, modular developmental math courses that allow students to earn credits incrementally and move through the curriculum at their own pace. One of these modularized courses, ModMath, was created at Tarrant County College (TCC) near Fort Worth, Texas. It reorganizes the content of TCC's two semester-long developmental math courses into a set of six modules, each of which is five weeks long. The four primary components of the ModMath intervention are: a diagnostic assessment that places students in a starting module; individual registration into three modules per course section each semester; computer-based instruction delivered online through an instructional software program; and personalized, on-demand assistance in class from an instructor and class aide. MDRC is evaluating ModMath's implementation and its effects on students' academic outcomes using a randomized controlled trial. This report contains implementation findings and some findings on early impacts for the first three semesters of students enrolled in the study: (1) ModMath was well implemented and differed from traditional developmental math courses in both the nature of its instruction and its credit-earning structure; (2) After one semester in the program, students randomly assigned to ModMath (the program group) were, on average, closer to completing the developmental math sequence than were students randomly assigned to traditional, lecture-based courses (the control group). This relatively greater progress was the result of program group students getting credit for completing one or two modules but not the equivalent of an entire course; (3) However, this advantage did not translate into other measures of progress. For example, program group students were not more likely to pass the halfway mark in the developmental math sequence than the control group. More than 70 percent of the students in the study, in either group, were unable to pass this benchmark in the first semester; and (4) ModMath had a small negative effect on the percentage of students who completed the developmental math sequence during their first semester (0.4 percent of program group students compared with 1.9 percent of the control group). While this report contains final findings regarding the implementation of ModMath, it contains only preliminary findings on the program's effects. Data were only available for students who enrolled in the first three semesters of what were ultimately four semesters of enrollment, and the report only follows them for one semester. The final report from this study will draw upon additional data and provide additional evidence about the effect ModMath may have on student outcomes. The following tables containing information from Tarrant County College in Spring 2014, Fall 2014, Spring 2015, and Fall 2015 are appended in Additional Analyses: (1) Student Characteristics at Study Enrollment; (2) TSI Placement Levels of the Program and Control Groups; (3) Student Survey Results; (4) Student Survey Results among Program Group Students; (5) Students Placed Using "MyMathTest" and Other Placement Tests; (6) Early Student Progress in ModMath; (7) Early Math Enrollment and Progress; (8) Early Credits Attempted and Earned; and (9) Early Student Math Progress Under Alternate Assumptions for Students Who Did Not Pass Any Math Classes. [Partners at Tarrant County College (TCC) collaborated on this report.].
