WWC review of this study

Early outcomes of Texas community college students enrolled in Dana Center Mathematics Pathways prerequisite developmental courses

Schudde, L., & Meiselman, A. Y. (2019). Center for the Analysis of Postsecondary Readiness . Retrieved from: https://eric.ed.gov/?id=ED597974

  • Quasi-Experimental Design
     examining 
    34,849
     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 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

1 Semester

Full sample: 2 cohorts;
34,849 students

22.00

14.00

Yes

 
 
13
 
More Outcomes
Show Supplemental Findings

Ever passed college-level math class

Dana Center Mathematics Pathways vs. Business as usual

1 Year

Full sample: 2 cohorts;
34,849 students

28.00

22.00

Yes

 
 
8


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: 61%
    Male: 39%

  • Rural, Suburban, Urban
    • B
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    Texas
  • Race
    Asian
    2%
    Black
    16%
    Other or unknown
    52%
    White
    30%
  • Ethnicity
    Hispanic    
    49%
    Not Hispanic or Latino    
    51%

Setting

The study was conducted in 24 community colleges in Texas in the fall of 2015 and in 27 community colleges in Texas in the fall of 2016.

Study sample

There were 34,849 unique students in the sample. Across both cohorts, 30% were White, 16% were Black, 2% were Asian, and race was not specified for 52% of students. Forty-nine percent of students were Hispanic and 61% were female.

Intervention Group

Students in the intervention group enrolled in DCMP which provided an accelerated developmental course that was delivered in one semester instead of two. Students who took the accelerated developmental course were typically in non-STEM majors. The authors noted that six community colleges implemented a co-requisite DCMP model, where students took their developmental coursework at the same time as a credit-bearing math course. Advisors and faculty had autonomy in determining students’ placement into DCMP.

Comparison Group

Students in the business-as-usual comparison group typically took the two-semester developmental math sequence, but the authors noted that other colleges may have been experimenting with accelerated developmental sequences.

Support for implementation

No additional information provided.

 

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