WWC review of this study

Accelerating mathematics: Findings from the AMP-UP program at Bergen Community College.

Douglas, D., McKay, H., & Edwards, R. (2020). U.S. Department of Education, Fund for the Improvement of Postsecondary Education. Retrieved from: https://eric.ed.gov/?id=ED608780

  • Randomized Controlled Trial
     examining 
    233
     Students
    , grade
    PS

Reviewed: November 2021

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;
231 students

20.00

11.00

No

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

Number of college credits

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

2 Years

Full sample;
231 students

29.78

23.59

No

--
More Outcomes
Show Supplemental Findings

Number of terms enrolled

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

2 Years

Full sample;
233 students

3.60

3.30

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

Completed college-level math course

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

2 Years

Full sample;
231 students

66.00

33.00

Yes

 
 
30
 
More Outcomes
Show Supplemental Findings

Completed developmental math course

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

2 Years

Full sample;
233 students

78.20

64.90

Yes

 
 
16


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: 48%
    Male: 52%
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    New Jersey

Setting

The study was conducted at Bergen Community College, a public community college in New Jersey.

Study sample

The study sample consisted of first-time students at Bergen Community College who are required to take developmental mathematics and who earned a minimum Accuplacer score of 30 in Arithmetic, 40 in Algebra, and 160 in English. The study excluded students who intended to pursue four-year programs in science, technology, engineering, and mathematics (STEM); business; or health science fields, as the accelerated math sequence does not align with the math course sequence for these majors. Almost half (48%) of students were female, 50% were Black or Hispanic, 39% were White or Asian, and 42% were Pell grant recipients.

Intervention Group

Intervention group students who place into a two-course developmental math sequence beginning with arithmetic are required to complete a self-paced Summer Bridge course taken prior to their first term of enrollment in the college. This summer bridge program is provided in a self-paced, online format using the ALEKS instructional software. If completed, the students then continue to a 7.5-week accelerated developmental algebra course and, if completed, a 7.5-week college-level mathematics course.

Comparison Group

Students in the comparison group have access to the standard developmental and college-level mathematics course sequences available to all students at Bergen Community College.

Support for implementation

No additional information was provided.

 

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