WWC review of this study

First in the World -- Amp-Up, Union County College: Final evaluation report.

Douglas, D., Edwards, R., & McKay, H. (2020). U.S. Department of Education, Fund for the Improvement of Postsecondary Education. Retrieved from: https://eric.ed.gov/?id=ED608872

  • Randomized Controlled Trial
     examining 
    1,678
     Students
    , grade
    PS

Reviewed: January 2022

At least one finding shows strong evidence of effectiveness
At least one statistically significant positive finding
Meets WWC standards without reservations
College Degree Attainment outcomes—Indeterminate effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
    index
Evidence
tier

Degree completion

Alternatives to Mathematics Education: An Unprecedented Program (AMP-UP) vs. Business as usual

3 Years

Full sample;
1,678 students

14.80

13.70

No

--
Progressing in college outcomes—Indeterminate effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
    index
Evidence
tier

Number of terms enrolled

Alternatives to Mathematics Education: An Unprecedented Program (AMP-UP) vs. Business as usual

3 Years

Full sample;
1,678 students

2.54

2.41

No

--
Progressing in Developmental College Courses outcomes—Statistically significant positive effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
    index
Evidence
tier

Passed Any College-Level Math Course

Alternatives to Mathematics Education: An Unprecedented Program (AMP-UP) vs. Business as usual

3 Years

Full sample;
1,678 students

38.90

27.50

Yes

 
 
12
 


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: 52%
    Male: 48%
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    New Jersey
  • Race
    Asian
    2%
    Black
    37%
    Other or unknown
    49%
    White
    12%
  • Ethnicity
    Hispanic    
    35%
    Not Hispanic or Latino    
    65%

Setting

The study was conducted at Union County College, a public community college in New Jersey.

Study sample

The study sample consisted of first-time students at Union County College who were assessed as needing developmental coursework in mathematics. Over half (52%) were female, 37% were Black/African American, 12% were White, and 2% were Asian. A little over a third (35%) of the sample were Hispanic and 41% of students were Pell grant recipients.

Intervention Group

The Alternatives to Mathematics Education: An Unprecedented Program (AMP-UP) intervention consisted of: (1) approval to skip the developmental math requirement and enroll directly in a college-level math course; (2) a requirement to visit the peer tutoring center while taking their first math course; (3) weekly reminders about attending tutoring services; and (4) access to enhanced content using the Cengage MindTap software.

Comparison Group

Students in the comparison group had to first complete a developmental mathematics sequence prior to enrolling in college-level math. They had access to services on campus available to all students, including the tutoring services at Union County Collegeā€˜s Academic Learning Center.

Support for implementation

No additional information was provided.

 

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