EAGER: Using High School Transcript Data and Diagnostic Information to Fine-Tune Placement Policy and Tailor Instruction in Developmental Math

使用高中成绩单数据和诊断信息微调安置政策和量身定制的发展数学教学数学能力对于学生在学校的持续成功，获得中学后教育和为未来就业做准备至关重要。在高中和大学数学方面取得成功的人比其他人有更好的就业前景，可以期望赚更多的钱。显然，在我们日益技术化的社会中，数学素养是一个日益增长的需求。然而，许多学生来到大学没有准备的成功;取决于大学，高达40%的这些学生被放置在发展课程的大一。发展数学是一门大学课程，通常旨在弥补高中数学中遗漏的领域，并为学生准备更高水平的大学数学。不幸的是，许多学生没有完成或通过他们的发展课程;在许多大学，六年内的大学毕业率不到60%。此外，即使他们在这些课程中取得成功，他们也不一定准备在更高级的课程中取得成功。非常需要进行有助于改善这种状况的研究。探索性研究早期概念补助金（EAGER）将使用诊断测试和高中成绩数据来改善确定学生在开始大学生涯时开始哪些数学课程的过程。此外，他们还将开展研究，调查准确地安排学生上数学课程对大学和STEM领域的学生保留率、毕业率和毕业时间的影响。该项目将联合收割机从评估和高中和大学成绩数据中获得的信息相结合，以提高学生在进入大学后进入数学课程的准确性。他们将使用数学诊断测试项目（MDTP）评估，以获得学生的数学技能和需要补救的领域的详细视图。他们将从数学和英语课程，标准化考试成绩和GPA，以及人口统计数据收集高中成绩单数据。他们还将收集大学水平的表现数据，包括安置和其他评估结果，以及所选课程的数据，包括成绩，退学和课程尝试次数。他们将联合收割机结合这些数据来实现两个主要目标。使用定量方法，他们将开发一个模型来提高放置精度。使用定性的方法，他们将确定如何在大学数学个性化教学。他们将与洛杉矶社区区（LACCD）两所大型城市社区学院的学生和教师合作。

Using High School Transcript Data and Diagnostic Information to Fine-Tune Placement Policy and Tailor Instruction in Developmental MathMathematical ability is critical for students' continued success in school, access to postsecondary education, and preparation for future employment. People who succeed in mathematics in high school and college have better employment prospects than others and can expect to earn more. Clearly, mathematical literacy is a growing need in our increasingly technological society. However, many students come to college unprepared for success; depending on the college, up to 40 percent of these students are placed in developmental courses their freshman year. Developmental mathematics is a college course, generally aimed to remediate areas missed in high school mathematics and prepare students for higher-level college mathematics. Unfortunately, many students do not complete or pass their developmental courses; college completion rates within six years are less than 60 percent at many colleges. In addition, even if they do succeed in these courses, they are not necessarily prepared to succeed in more advanced courses. Research that contributes to improving this situation is greatly needed. This Early Concept Grant for Exploratory Research (EAGER) will use diagnostic testing and high school performance data to improve the process of determining which mathematics courses students start with as they begin their college careers. They will also conduct research to investigate the effects of accurately placing students in mathematics courses on student retention in college and in STEM fields, graduation rates, and time to graduation.The project will combine information from assessments and high school and college performance data to improve the accuracy of students' placement in mathematics courses upon entering college. They will use the Mathematics Diagnostic Testing Project (MDTP) assessment to obtain a detailed view of students' mathematical skills and areas in need of remediation. They will collect high school transcript data from Mathematics and English courses, standardized test scores, and GPA, as well as demographic data. They will also collect college level performance data including placement and other assessment results and data on courses taken including grades, withdrawals, and number of course attempts. They will combine these data to achieve two primary goals. Using quantitative methods, they will develop a model to improve placement accuracy. Using qualitative methods, they will identify ways to personalize instruction in college mathematics. They will work with students and instructors at two large urban community colleges in the Los Angeles Community District (LACCD).