WWC review of this study

The relationship between accelerated dev-ed coursework and early college milestones: Examining college momentum in a reformed mathematics pathway

Schudde, L., & Keisler, K. (2019). AERA Open, 5(1). Retrieved from: https://eric.ed.gov/?id=EJ1210499

  • Quasi-Experimental Design
     examining 
    9,752
     Students
    , grade
    PS

Reviewed: May 2021

At least one finding shows moderate evidence of effectiveness
At least one statistically significant positive finding
Meets WWC standards with reservations
Progressing in college outcomes—Statistically significant positive effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
    index
Evidence
tier

College-level credits earned: Cumulative (after 3 years)

Dana Center Mathematics Pathways vs. Business as usual

5 Semesters

DCMP vs. Two- or Three-Semester Sequence;
9,752 students

32.75

26.88

Yes

 
 
10
 
More Outcomes
Show Supplemental Findings

College-level credits earned: Second semester

Dana Center Mathematics Pathways vs. Business as usual

1 Semester

DCMP vs. Two- or Three-Semester Sequence;
9,752 students

5.23

3.33

Yes

 
 
15

College-level credits earned: Second semester

Dana Center Mathematics Pathways vs. Business as usual

1 Semester

DCMP vs. One-Semester Sequence;
6,510 students

4.57

3.44

Yes

 
 
9
Progressing in developmental education outcomes—Statistically significant positive effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
    index
Evidence
tier

Ever passed college-level math class

Dana Center Mathematics Pathways vs. Business as usual

5 Semesters

DCMP vs. Two- to Three-Semester Sequence;
9,752 students

70.20

34.20

Yes

 
 
32
 
More Outcomes
Show Supplemental Findings

Ever passed college-level math class

Dana Center Mathematics Pathways vs. Business as usual

1 Semester

DCMP vs. Two- or Three-Semester Sequence;
9,752 students

13.00

12.70

No

--

Ever passed college-level math class

Dana Center Mathematics Pathways vs. Business as usual

1 Semester

DCMP vs. One-Semester Sequence;
6,510 students

17.00

17.90

Yes

-2
 
 


Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.

Characteristics of study sample as reported by study author.


  • Female: 71%
    Male: 29%

  • Rural, Suburban, Urban
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    • y

    Texas
  • Race
    Black
    15%
    Other or unknown
    52%
    White
    34%
  • Ethnicity
    Hispanic    
    46%
    Not Hispanic or Latino    
    54%

Setting

The study was conducted in 20 community colleges in Texas implementing Dana Center Mathematics Pathways (DCMP) in fall 2014. This sample includes all community colleges that were implementing DCMP at that time in the state.

Study sample

After matching, the main analytic sample—which compared students in DCMP with students in the two-to-three semester developmental math sequence group—included 484 students in the intervention group and 9,268 students in the comparison group. The main analytic sample was comprised of 15% Black students, 34% White students, and race was not specified for 52% of students. Forty-six percent of students in the main analytic sample were Hispanic and 71% were female. In the analysis that compared DCMP students to the one-semester developmental math sequence group, there were 563 students in the intervention group and 5,947 students in the comparison group after matching. This sample was comprised of 19% Black students, 40% White students, and race was not specified for 41% of students. Thirty-five percent of students in the one-semester developmental math sequence group were Hispanic and 71% were female.

Intervention Group

The DCMP math sequence began with an accelerated developmental math course designed to prepare students for entry-level college math in one semester. Colleges either used a DCMP-developed math curriculum, Foundations of Mathematical Reasoning, or their own curriculum that aligned with DCMP recommendations. Content was delivered using a student-centered approach and students learned to apply and interpret concepts by solving real-life math problems. DCMP recommended that the accelerated developmental math course be accompanied by a student success course aimed at helping students use the resources available on the college campus while building study skills and learning strategies that supported academic success. Once students successfully completed the accelerated developmental math course, they were encouraged to immediately enroll in credit-bearing college-level math courses specific to their program of study, including non-algebra options such as statistics or quantitative reasoning. DCMP courses applied a student-centered approach, featuring real-life problem solving and conceptual learning rather than rote memorization.

Comparison Group

For the main analyses, comparison group students were enrolled in a two- or three-semester-long sequence of developmental math courses. After completing these courses, students were required to take college algebra. In the supplemental analyses, comparison group students were enrolled in a one-semester-long developmental math course. After completing this single course, students were required to take college algebra.

Support for implementation

No additional information provided.

 

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