The Relationship Between Accelerated Dev-Ed Coursework and Early College Milestones: Examining College Momentum in a Reformed Mathematics Pathway
The Relationship Between Accelerated Dev-Ed Coursework and Early College Milestones: Examining College Momentum in a Reformed Mathematics Pathway
复制标题
加速开发教育课程与早期大学里程碑之间的关系：检查改革数学途径中的大学动力
作者：
Lauren Schudde;Katherine Keisler
超过一半的社区大学学生在数学方面没有达到上大学的标准。发展教育(DEV-ED)旨在帮助学生获得在大学数学水平上取得成功的知识和技能，但升学率很低。我们考察了一种加速发展数学课程的模式的影响，这样学生就可以在一年内完成他们学习计划中的发展数学课程和大学数学课程。使用德克萨斯州的数据和倾向得分匹配方法，我们测试了该模型对几个大学里程碑的影响。结果表明，与传统发展数学模式的学生相比，加速模式的学生在第一年更有可能坚持并积累大学水平的学分。三年后，参加加速模式与重要的大学里程碑之间存在着很强的正相关关系，比如大学数学课程的完成率和累计的大学学分。
More than half of community college students fail to meet college-readiness standards in math. Developmental education (dev-ed) aims to help students acquire the knowledge and skills to succeed in college-level math but is plagued with low rates of advancement. We examined the impact of a model that accelerates developmental math coursework so that students can complete dev-ed and college math courses in their programs of study within 1 year. Using data from Texas and a propensity score matching approach, we tested the impact of the model on several college milestones. Results suggest that students in the accelerated model were more likely to persist and accumulate college-level credits during the 1st year than those in traditional dev-ed math. After 3 years, there was a strong positive relationship between participation in the accelerated model and important college milestones, like college math course completion and total accumulated college-level credits.