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ERIC ED600651: Gaining Ground: Findings from the Dana Center Mathem...
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Many college students are required to take at least one
developmental math course, but as many as half of them
fail to complete their developmental math requirements
and never matriculate into college-level courses. To
address this issue, the Charles A. Dana Center at the
University of Texas at Austin created the Dana Center
Mathematics Pathways (DCMP) to help colleges implement
math pathways aligned with students' programs of study in
both developmental and college-level courses, accelerate
students' progress to and through college-level math,
develop strategies to support students as learners, and
integrate evidence-based practices in instruction. The
Dana Center also created curricula the colleges used for
three course pathways (focused on statistical reasoning,
quantitative reasoning, and algebra/calculus). This CAPR
study looks at how four Texas community colleges
implemented DCMP and how instruction in DCMP courses
compares with traditional developmental and college-level
math courses. Through a randomized controlled trial
involving 1,422 students who entered the study from fall
2015 through spring 2017, the researchers examined the
impact of DCMP on student outcomes for up to four
semesters. The study also considers student perspectives
on the reforms and the start-up and ongoing costs of DCMP
to the colleges. Researchers found that the colleges were
successful in revising pre-existing policies, curricula,
and pedagogy in order to launch and then scale DCMP
courses to reach more students. They also found that
instruction in DCMP courses looked very different from
that in colleges' standard developmental course offerings
and college-level algebra courses. Finally, researchers
found that DCMP students enrolled in and passed college-
level math at higher rates than non-DCMP students,
indicating that DCMP played a part in helping them
overcome some of the pitfalls of developmental education
and reach a crucial milestone. Key findings include the
following: (1) DCMP had a positive impact on students'
completion of the developmental math sequence and their
likelihood of taking and passing college-level math; (2)
The impacts of DCMP appear to be greater for part-time
students and students assessed as needing multiple
developmental courses; and (3) Start-up and net ongoing
direct costs to the colleges to implement and maintain
DCMP were fairly low. [For the main report, see
ED600649.]
Date Published: 2022-07-18 07:30:43
Identifier: ERIC_ED600651
Item Size: 16781183
Language: english
Media Type: texts
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