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Developmental Mathematics In Two Year Community Colleges And Student Success
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Book Synopsis Developmental Mathematics in Two-year Community Colleges and Student Success by : Brenda Catherine Frame
Download or read book Developmental Mathematics in Two-year Community Colleges and Student Success written by Brenda Catherine Frame and published by . This book was released on 2012 with total page 127 pages. Available in PDF, EPUB and Kindle. Book excerpt: Poor success rates of developmental mathematics courses at community colleges have currently received nationwide attention. Efforts to remedy the situation include complete course redesigns and intervention strategies. A recent intervention strategy in use is the implementation of success courses that are aimed at changing the learning perspectives of developmental students. The purpose of this mixed-method comparative study was to closely examine this strategy as it relates specifically to students studying developmental mathematics at the lowest level at one community college. Students taking the lowest level developmental mathematics course at the participating community college were designated into one of two groups: those taking mathematics with the success course and those taking mathematics without a success course. The study explored students' perceptions and belief structures regarding the study of developmental mathematics and focused on identifying any changes in student belief structures over the course of one semester. Descriptive statistics regarding grade achievement of the population with the student success course provide insight into the possible benefits of the success course for developmental mathematics students. Participants in the study, starting out in the lowest mathematics course offered at the community college, need more mathematics in order to obtain a degree or certificate from the college. Rate of registration for the subsequent mathematics courses were also analyzed in the study. Findings showed that the offering of a success course to students who are at-risk in developmental mathematics has made some improvements in the percentage of students who were able to satisfactorily complete the first level developmental mathematics course at one community college. It also showed that for students who did not pass the success course, there was a nearly one-to-one relationship with unsuccessful completion of a low-level mathematics course. Qualitative data helps explain how the two groups were quite different and also helps to explain findings.
Author :National Academies of Sciences, Engineering, and Medicine Publisher :National Academies Press ISBN 13 :0309496659 Total Pages :123 pages Book Rating :4.3/5 (94 download)
Book Synopsis Increasing Student Success in Developmental Mathematics by : National Academies of Sciences, Engineering, and Medicine
Download or read book Increasing Student Success in Developmental Mathematics written by National Academies of Sciences, Engineering, and Medicine and published by National Academies Press. This book was released on 2019-11-18 with total page 123 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Book Synopsis Learning Communities for Students in Developmental Math by : Evan Weissman
Download or read book Learning Communities for Students in Developmental Math written by Evan Weissman and published by . This book was released on 2011 with total page 20 pages. Available in PDF, EPUB and Kindle. Book excerpt: For students in developmental math, a primary short-term goal of learning communities is to accelerate students' progression through the math sequence and into college-level coursework. A longer-term goal is that enrolling in developmental math learning communities will increase students' ultimate likelihood of earning a credential or transferring to a four-year institution. Queensborough Community College and Houston Community College are two large, urban institutions that have implemented developmental math learning communities with these goals in mind. At each school, cohorts of 20 to 25 students co-enrolled in developmental math and a linked course; at Queensborough, all levels of developmental math were linked primarily with college-level courses, and at Houston, the learning communities linked the lowest level of developmental math with the college's student success course, which is designed to prepare students for the demands of college. These colleges are two of the six participating in the National Center for Postsecondary Research's (NCPR) Learning Communities Demonstration. The demonstration at these colleges was designed to determine whether the programs succeeded in boosting their students' success. A total of 1,034 students at Queensborough and 1,273 students at Houston entered the study between 2007 and 2009. Based on a longer report of the same title, this Brief presents impact findings for Queensborough and Houston's developmental math learning communities. [This brief was written with Rashida Welbeck. For related reports, see "Learning Communities for Students in Developmental Math: Impact Studies at Queensborough and Houston Community Colleges" (ED516646); and "Learning Communities for Students in Developmental Math: Impact Studies at Queensborough and Houston Community Colleges. Executive Summary" (ED516652).].
Book Synopsis Innovations in Developmental Math by : Cecilia Le
Download or read book Innovations in Developmental Math written by Cecilia Le and published by . This book was released on 2011 with total page 20 pages. Available in PDF, EPUB and Kindle. Book excerpt: Nearly 60 percent of incoming community college students are unprepared for college-level work and must take at least one pre-college, "developmental" course, usually in math or English, before enrolling in any credit-bearing classes toward a degree. Within developmental education, students are most likely to need help with mathematics, and students who enter community college needing to take developmental math fare the worst in terms of outcomes making this an issue that deeply affects students. Lack of readiness for college math is as damaging as it is widespread. Students are more likely to fail developmental mathematics than any other course in higher education, according to the Carnegie Foundation for the Advancement of Teaching. Thus, it is not surprising that many students referred to developmental math choose to bypass such courses and services, without knowing the detrimental consequences of this decision on their overall educational goals. This brief looks at three community colleges that have made significant investments in programs to improve student success in developmental math. These colleges are spotlighted for their implementation of the varied approaches to developmental math described above and for their ability to demonstrate outcomes for their students. The community colleges featured in this brief are: (1) Florence-Darlington Technical College in South Carolina; (2) Delaware County Community College in Pennsylvania; and (3) Chaffey College in California. (Contains 4 tables and 11 endnotes.).
Book Synopsis Breaking Barriers by : Brian Cafarella
Download or read book Breaking Barriers written by Brian Cafarella and published by CRC Press. This book was released on 2021-06-30 with total page 222 pages. Available in PDF, EPUB and Kindle. Book excerpt: The fact college students often struggle in mathematics is not new. They exhibit a great deal of anxiety, dislike, and overall disinterest. Quantitative data displaying abysmal student success rates are widely available and shared. This book explores the complexity surrounding the issue of student difficulties in community college math. Though much quantitative research focuses on the faculty experiences and perspectives regarding methods and practices, the author puts the focus on students’ experiences. The book presents the results of a study focused on students who struggled in mathematics. Though their experiences varied, they all entered community college with a great deal of disgust and anxiety toward mathematics courses and requirements. These impressions and attitudes create barriers to success. However, all the students eventually succeeded in fulfilling their college-level mathematics requirement. The author presents these students’ experiences prior to entering community college, what led to both success and failure in their math courses, and the common themes leading to success and failure. Through these student responses, the author assists readers in gaining a better understanding of the community college student who struggles in math and how to break students’ community college math barriers to success. TABLE OF CONTENTS Preface 1. Math is a Four-Letter Word 2. The Framework for Developmental and Introductory College-Level Math 3.The Study, Settings, and the Participants 4. Prior Experiences in Math 5. Attempting Math and Community College 6. Navigating the First Developmental Math Course 7. Math Pathways and Completing Developmental Math 8. The End of the Rainbow 9 I Need More Math...Now What? 10. Lessons Learned in the Aftermath Appendix A: Analyzing the Results and Ensuring Accuracy Appendix B: Pre-Algebra and Introduction to Algebra Course Content Appendix C: Stand-Alone Quantway 1 and Statway 1 Course Content Appendix D: Elementary Algebra (all half semester) Content Appendix E: Intermediate Algebra Content Appendix F: Lead Questions for Student Participants Appendix G: Lead Questions for the Lester Community College Faculty Index BIOGRAPHY With 21 years of experience in mathematics education and 17 years as a community college math professor, the author has instructed courses from developmental math through calculus. He has served as Chair of the Developmental Math Department and Assistant Chair of the Mathematics Department at Sinclair College, Dayton, Ohio. He received the Jon and Suanne Roueche Award for Teaching Excellence and the Ohio Magazine Excellence in Education Award. His published research focuses on faculty viewpoints regarding pedagogical practices as well as conceptual research concentrating on developmental math. His article, "Acceleration and Compression in Developmental Math: Faculty Viewpoints," was awarded Article of the Year by the Journal of Developmental Education.
Book Synopsis Developmental Mathematics Education Policies at Kansas's Community Colleges by : Teresa A. Muller
Download or read book Developmental Mathematics Education Policies at Kansas's Community Colleges written by Teresa A. Muller and published by . This book was released on 2002 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: "This research compared the policies governing developmental mathematics education programs at thirteen community colleges in the state of Kansas with student's success in developmental mathematics courses. Particularly, this study sought to determine what policies had the greatest positive effect on students' success in developmental mathematics courses. The research design was two-phased. The first consisted of a survey of developmental mathematics education instructional leaders to examine their colleges' policies and collect data on student performance and persistence rates in developmental mathematics courses. Thirteen developmental mathematics education instructional leaders from Kansas's community colleges were surveyed. The community colleges surveyed had student enrollments ranging from 1064 to 7745 students, with 4285 students enrolled in developmental mathematics courses (Kansas Board of Regents, 2002). The second phase of the study consisted of interviewing three developmental mathematics instructional leaders from three different community colleges with high success rates among their developmental mathematics students. These success rates were derived from analysis of the student performance and persistence data collected in the surveys. Seventy-four percent of the developmental mathematics students enrolled in the fall of 1999 and the spring of 2000 at these three community colleges were successful in their developmental mathematics courses. The results of the study demonstrated the need for mandatory assessment and placement in developmental mathematics courses. Proper placement through mandatory placement policies and good counseling were vital to student success in developmental mathematics courses. Mandatory placement policies should not be waived. This study found that policies alone would not guarantee student success in developmental mathematics courses. Two other elements that increased students' success in developmental mathematics courses was the utilization of academic support centers and the developmental mathematics instructors' commitment to developmental mathematics students. The academic support centers, which include tutoring and computerized instruction, were essential components to facilitate student success. Community colleges need to make a commitment to their developmental mathematics students in order to increase students' opportunities for success"--Abstract.
Book Synopsis Redesigning Developmental Math to Improve Community College Retention Rates and Student Success by : Brittany Ann Schiano
Download or read book Redesigning Developmental Math to Improve Community College Retention Rates and Student Success written by Brittany Ann Schiano and published by . This book was released on 2021 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: When looking at today's Community College graduation rates, dropout rates and time to completion of degrees, it is abundantly clear that a problem exists. This study examined the characteristics of community colleges in New Jersey and student experiences that contribute to the dismal statistics. Mathematics curriculum in P-12 falls short on preparing students for the gatekeeper community college courses, creating barriers that make it difficult for students to meet their degree requirements to graduate. The study explored the potential benefits of completely eliminating the developmental mathematics requirement and offering students the opportunity to earn credits in their first semester. The researcher used a qualitative approach consisting of interviews with 11 community college developmental mathematics professors. After reflecting upon questions regarding the need to or not need to remediate certain topics and how to incorporate that refresher in the constructs of a credit earning algebra course, as well as the overall effectiveness of current developmental programs across the state, they agreed that a redesign incorporating a Just-in-Time scaffolding approach would benefit both the students and schools as a whole. In addition, creating a statewide network with a uniform mathematics program would allow schools to work together and be more efficient in attempting to mitigate the issue. Finally, courses made to reflect the student's major would increase buy-in, focus, and the perception of equity for the student later in their educational career and beyond. Once this occurs, students of community colleges will meet with a higher success rate, finish their Associate's Degree in the prescribed two years, and transition seamlessly into a four-year institution or career upon graduating from community college. (ProQuest abstract).
Book Synopsis Exploring Best Practices in Developmental Mathematics by : Brian V. Cafarella
Download or read book Exploring Best Practices in Developmental Mathematics written by Brian V. Cafarella and published by . This book was released on 2013 with total page 246 pages. Available in PDF, EPUB and Kindle. Book excerpt: Currently, many community colleges are struggling with poor student success rates in developmental math. Therefore, this qualitative study focused on employing best practices in developmental mathematics at an urban community college in Dayton, Ohio. Guiding the study were the following research questions: What are the best practices utilized by a group of developmental mathematics instructors at an urban community college? How do these instructors employ such practices to enhance student learning? Participants consisted of 20 developmental mathematics instructors from Sinclair Community College in Dayton, Ohio who had taught at least six developmental math classes over a two-year period and who self-reported success rates of at least 60% during that time. This study employed a pre-interview document and a face-to-face interview as the primary research instruments. Using the constant comparison method (Merriam, 2002a), the researcher constructed findings from both approaches regarding best practices in developmental math. Such practices included communication with students, the art of organization, collaborative learning, frequent low stake assessments, technology supplements, the use of mnemonics and memorable wording, and manipulatives, visuals and real-life applications. When addressing the topic of acceleration, the participants reported that this strategy is a proper fit for some students but not all. The following conclusions were based on the findings from this study. Effective communication should be established between developmental math instructors and students as well as among developmental math instructors. Developmental math faculty ought to work with their students in developing their organizational skills. Developmental math instructors should couple the implementation of frequent low stake assessments with student outreach. Collaborative learning can be beneficial to some developmental math students, but instructors must take into account the composition of the class as well their own comfort level with collaborative learning. It is also important for developmental math instructors to employ some creativity in their classes. Accelerated instruction should be reserved for higher ability developmental math students with a strong work ethic. Lastly, college administrators must recognize and respect instructor comfort level. The findings from this dissertation will assist both new and veteran developmental math instructors with implementing practices that will enhance student success in their classes. The findings are also intended to aid community college leaders in gaining an understanding of the culture of developmental math and assist these leaders in the implementation of policy and practice regarding developmental math.
Book Synopsis Breaking Barriers by : Brian V. Cafarella
Download or read book Breaking Barriers written by Brian V. Cafarella and published by A K Peters/CRC Press. This book was released on 2021 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The fact college students often struggle in mathematics is not new. They exhibit a great deal of anxiety, dislike, and overall disinterest. Quantitative data displaying abysmal student success rates are widely available and shared. This book explores the complexity surrounding the issue of student difficulties in community college math. Though much quantitative research focuses on the faculty experiences and perspectives regarding methods and practices, the author puts the focus on students' experiences. The book presents the results of a study focused on students who struggled in mathematics. Though their experiences varied, they all entered community college with a great deal of disgust and anxiety toward mathematics courses and requirements. These impressions and attitudes create barriers to success. However, all the students eventually succeeded in fulfilling their college-level mathematics requirement. The author presents these students' experiences prior to entering community college, what led to both success and failure in their math courses, and the common themes leading to success and failure. Through these student responses, the author assists readers in gaining a better understanding of the community college student who struggles in math and how to break students' community college math barriers to success. TABLE OF CONTENTS Preface 1. Math is a Four-Letter Word 2. The Framework for Developmental and Introductory College-Level Math 3.The Study, Settings, and the Participants 4. Prior Experiences in Math 5. Attempting Math and Community College 6. Navigating the First Developmental Math Course 7. Math Pathways and Completing Developmental Math 8. The End of the Rainbow 9 I Need More Math...Now What? 10. Lessons Learned in the Aftermath Appendix A: Analyzing the Results and Ensuring Accuracy Appendix B: Pre-Algebra and Introduction to Algebra Course Content Appendix C: Stand-Alone Quantway 1 and Statway 1 Course Content Appendix D: Elementary Algebra (all half semester) Content Appendix E: Intermediate Algebra Content Appendix F: Lead Questions for Student Participants Appendix G: Lead Questions for the Lester Community College Faculty Index BIOGRAPHY With 21 years of experience in mathematics education and 17 years as a community college math professor, the author has instructed courses from developmental math through calculus. He has served as Chair of the Developmental Math Department and Assistant Chair of the Mathematics Department at Sinclair College, Dayton, Ohio. He received the Jon and Suanne Roueche Award for Teaching Excellence and the Ohio Magazine Excellence in Education Award. His published research focuses on faculty viewpoints regarding pedagogical practices as well as conceptual research concentrating on developmental math. His article, "Acceleration and Compression in Developmental Math: Faculty Viewpoints," was awarded Article of the Year by the Journal of Developmental Education.
Author :National Academies of Sciences, Engineering, and Medicine Publisher :National Academies Press ISBN 13 :0309496624 Total Pages :123 pages Book Rating :4.3/5 (94 download)
Book Synopsis Increasing Student Success in Developmental Mathematics by : National Academies of Sciences, Engineering, and Medicine
Download or read book Increasing Student Success in Developmental Mathematics written by National Academies of Sciences, Engineering, and Medicine and published by National Academies Press. This book was released on 2019-12-18 with total page 123 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Book Synopsis Student Success in Community Colleges by : Deborah J. Boroch
Download or read book Student Success in Community Colleges written by Deborah J. Boroch and published by Jossey-Bass. This book was released on 2010-02-22 with total page 240 pages. Available in PDF, EPUB and Kindle. Book excerpt: As changing demographics bring underprepared students to college, higher education institutions are growing concerned about basic skills education. Student Success in Community Colleges: A Practical Guide to Developmental Education provides a self-assessment instrument, investment modeling tools, and practices to succeed in community college. Compiled with over two-hundred-and-fifty published sources and thirty years of research, this guidebook explores administrative obstacles to learning and shows practical ways for faculty to modify teaching and supportive services for immediate improvement.
Book Synopsis Developmental Mathematics for College Students by : Alan Tussy
Download or read book Developmental Mathematics for College Students written by Alan Tussy and published by Cengage Learning. This book was released on 2010-09-20 with total page 1424 pages. Available in PDF, EPUB and Kindle. Book excerpt: Offering a uniquely modern, balanced approach, Tussy/Gustafson/Koenig's DEVELOPMENTAL MATHEMATICS FOR COLLEGE STUDENTS, Third Edition, integrates the best of traditional drill and practice with the best elements of the reform movement. To many developmental math students, algebra is like a foreign language. They have difficulty translating the words, their meanings, and how they apply to problem solving. Emphasizing the language of algebra, the text's fully integrated learning process is designed to expand students' reasoning abilities and teach them how to read, write, and think mathematically. It blends instructional approaches that include vocabulary, practice, and well-defined pedagogy with an emphasis on reasoning, modeling, communication, and technology skills. Important Notice: Media content referenced within the product description or the product text may not be available in the ebook version.
Book Synopsis Programmatic Practices that Promote Student Success in Community College Math Developmental Education by : Elizabeth J. Meza
Download or read book Programmatic Practices that Promote Student Success in Community College Math Developmental Education written by Elizabeth J. Meza and published by . This book was released on 2015 with total page 167 pages. Available in PDF, EPUB and Kindle. Book excerpt: Almost half of all college students in the U.S. attend community colleges; almost sixty percent of these students are referred to remedial English, reading or math through means of a standardized placement exam, with math being a the greatest area of need. While these courses, often as many as four in a sequence, are meant to be a boost for students unprepared for college-level coursework, they have low success rates and few students make it through the entire sequence to succeed in a first college-level math course, leaving them far short of graduation or a meaningful credential. While developmental (aka remedial) education, those courses or sequences of courses below the college-level, has received a lot of attention recently due to its high costs and low student success rates, current research has largely failed to document, examine, or classify programmatic approaches to developmental education. This lack of information that would facilitate analysis is due in part to the relatively recent recognition of the problem, but it is also because of the difficulty accessing reliable information about large numbers of programs and the range of definitions, student populations, and perceived quickly shifting innovations (some may go as far as to say educational fads) that developmental education programs encompass. Unfortunately, this lack of a comprehensive picture of developmental education programs has led to either the complete elimination of the programs as unnecessary and perhaps counterproductive for students, or to a focus on a number of disparate approaches with little underlying theory behind them or even agreement as to the problem. This research is centered in 28 Washington state community college campuses and examines a mixed methods approach to answer three main questions: 1) To what extent and in what ways do math developmental program elements vary across institutions? Developmental education may vary widely even within one relatively homogenous state system of community colleges, such as the system in Washington. Programs have differing resources devoted to them, as well as differing pedagogy, intervention strategies and approaches, student referral and advancement policies, etc., and this variation has not even been fully described in previous research. 2) To what extent do student outcomes, as measured by completion of the developmental sequence, completion of a first college-level math course, and highest education reached, vary across the different math developmental education programs, after controlling for student characteristics, among the 28 community colleges in Washington State? What proportion of overall variance is contributed by student characteristics vs. programmatic factors? Wide institutional variation has been found in previous outcomes studies of professional-technical programs leading to terminal associate degrees in Washington, suggesting that institutional or programmatic variables may be contributing significantly to student success or lack of it (Scott-Clayton & Weiss, 2011). 3) What program policies and practices seem to be associated with positive outcomes for developmental education students? Can developmental education programs be categorized in some meaningful way? Is there a "typology" or categorization of programs that identifies characteristics that seem to be associated with either positive or negative results? For example, do schools with better (or worse) results, net of student characteristics, share identifiable programmatic characteristics in terms of policy and practice variables that are positively or negatively associated with student outcomes? I find from this research that strategies such as reducing the total number of courses in developmental education pathways, implementing alternatives to placement in developmental math via standardized tests, and better preparing students for assessment, are associated with greater student success in completing the developmental math sequence and in completing a first college level course. I also find that colleges with these more innovative features are significantly more successful than their more traditional institutional peers in terms of student outcomes. However, I also find no variation between colleges in the outcome of highest education reached, after controlling for student background characteristics. It seems that, at least for this sample, college did not have a significant association with ultimate educational attainment. Diving deeper to examine colleges' policies, practices, and the perspectives of students, faculty, and administrators, I find wide variation in pathways, program structure, assessment policies, connection to advising, tutoring, and institutional research departments, and day-to-day concerns and operations. One commonality is the conviction that teaching that addresses student motivation and confidence in their ability to learn math and peaks their interest, factors not usually examined systematically in higher education policy research, is central to developmental education student success. This research informs strategies for increased college completion for underprepared students. College completion has emerged as of paramount importance in fostering U.S. economic development and global competitiveness, yet if half of college students are unprepared for college work and thus are unlikely to persist to degree completion despite their motivation to attend college, serious attention should be paid to what can be done to increase their odds of success.
Book Synopsis Learning Communities for Students in Developmental Math: Impact Studiesat Queensborough and Houston Community Colleges. Executive Summary by : Evan Weissman
Download or read book Learning Communities for Students in Developmental Math: Impact Studiesat Queensborough and Houston Community Colleges. Executive Summary written by Evan Weissman and published by . This book was released on 2011 with total page 9 pages. Available in PDF, EPUB and Kindle. Book excerpt: Queensborough Community College and Houston Community College are two large, urban institutions that offer learning communities for their developmental math students, with the goals of accelerating students' progress through the math sequence and of helping them to perform better in college and ultimately earn degrees or certificates. They are two of six colleges participating in the National Center for Postsecondary Research's Learning Communities Demonstration, in which random assignment evaluations are being used to determine the effects of learning communities. At Queensborough, classes in all levels of developmental math were linked primarily with college-level classes, and at Houston, the lowest level of developmental math was linked with the college's student success class, designed to prepare students for the demands of college. A total of 1,034 students at Queensborough and 1,273 students at Houston entered the study between 2007 and 2009. The key findings presented in this report are: (1) Both Queensborough and Houston began by implementing a basic model of a one-semester developmental math learning community; (2) Learning community students attempted and passed their developmental math class at higher rates at both colleges; (3) In the semesters following students' participation in the program, impacts on developmental math progress were far less evident; and (4) On average, neither college's learning communities program had an impact on persistence in college or cumulative credits earned. With these results, a pattern is beginning to emerge in the experimental research on learning communities: Linked classes can have an impact on students' achievement during the program semester, but this effect diminishes over time. However, a fuller understanding will be gained as findings are released from the remaining three colleges in the demonstration. A final project synthesis report, including further follow-up, will be published in 2012. (Contains 2 figures and 2 footnotes.) [This paper was written with Rashida Welbeck. For the main report, see ed516646.].
Book Synopsis Student Workbook for Tussy's Developmental Mathematics for College Students by : Alan S. Tussy
Download or read book Student Workbook for Tussy's Developmental Mathematics for College Students written by Alan S. Tussy and published by Brooks/Cole Publishing Company. This book was released on 2010-10-08 with total page 374 pages. Available in PDF, EPUB and Kindle. Book excerpt: Get the extra practice you need to succeed in your mathematics course with this hands-on Student Workbook. Designed to help you master the problem-solving skills and concepts presented in DEVELOPMENTAL MATHEMATICS FOR COLLEGE STUDENTS, 3rd Edition, this practical, easy-to-use workbook reinforces key concepts and promotes skill building.
Book Synopsis Are college student success courses effective corequisites to developmental mathematics in community colleges? by : Karen L. Reilly
Download or read book Are college student success courses effective corequisites to developmental mathematics in community colleges? written by Karen L. Reilly and published by . This book was released on 2014 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Orchestrating Effective Practices in Developmental Math by : Patricia Anne Levine-Brown
Download or read book Orchestrating Effective Practices in Developmental Math written by Patricia Anne Levine-Brown and published by . This book was released on 2015 with total page 324 pages. Available in PDF, EPUB and Kindle. Book excerpt: Developmental mathematics courses are intended to help underprepared students but often are a barrier for hundreds of students who fail these courses. High failure rates prevent students from achieving their academic goals, therefore; educational institutions are looking for methods to increase success in these courses. Such was the case at Florida State College at Jacksonville (FSCJ), where high failure rates in developmental mathematics presented problems to the institution and its students. To increase pass rates in developmental education courses, a college-wide redesign initiative introduced in 2009 led to the implementation of a research-based model for developmental education. This model would be implemented in the form of Academic Success Centers (ASC) incorporating practices tailored to increase student success and persistence. To examine success rates of students taking developmental education courses in the ASCs, the College conducted a longitudinal predictive analytics study known as the Chi-squared Automatic Interaction Detection (CHAID). The CHAID analyzed student success and retention of 10,051 developmental mathematics students over two academic terms. Additionally, the CHAID identified highly successful developmental mathematics teachers. These teachers, and the environment in which they taught (ASCs), became the basis of this qualitative study. The purpose of the study was two-fold. First, it focused on identifying pedagogical practices of highly successful developmental mathematics faculty who taught in the Academic Success Centers at FSCJ. Second, it focused on the areas of impact of the ASC as an environmental factor in student success. Data collected through observations, interviews, and documented analysis, along with the use of text mining, revealed that patterns emerged among participants in which they shared common beliefs about the importance of communicating with students, forming relationships with students, lecture and lab practices, the availability of physical resources, and the availability of academic support services within the environment where they interacted with their students. The intent of using the evidence from the key findings is to provide community college leaders with insight into pedagogical practices shared by highly successful developmental mathematics teachers and the role the learning environment serves in meeting students' educational needs.
