Should Students Assessed as Needing Remedial Mathematics Take College-Level Quantitative Courses Instead? A Randomized Controlled Trial
| Autor: | Daniel Douglas, Mari Watanabe-Rose, Alexandra W. Logue |
|---|---|
| Rok vydání: | 2016 |
| Předmět: |
Higher education
business.industry 05 social sciences 050301 education Education law.invention Randomized controlled trial law 0502 economics and business ComputingMilieux_COMPUTERSANDEDUCATION Mathematics education 050207 economics Algebra over a field Mathematics instruction business Remedial education 0503 education |
| Zdroj: | Educational Evaluation and Policy Analysis. 38:578-598 |
| ISSN: | 1935-1062 0162-3737 |
| DOI: | 10.3102/0162373716649056 |
| Popis: | Many college students never take, or do not pass, required remedial mathematics courses theorized to increase college-level performance. Some colleges and states are therefore instituting policies allowing students to take college-level courses without first taking remedial courses. However, no experiments have compared the effectiveness of these approaches, and other data are mixed. We randomly assigned 907 students to (a) remedial elementary algebra, (b) that course with workshops, or (c) college-level statistics with workshops (corequisite remediation). Students assigned to statistics passed at a rate 16 percentage points higher than those assigned to algebra (p < .001), and subsequently accumulated more credits. A majority of enrolled statistics students passed. Policies allowing students to take college-level instead of remedial quantitative courses can increase student success. |
| Databáze: | OpenAIRE |
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