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Maintaining Success Rates: Does Statway® Sustain Its Impact as It Scales to New Classrooms and Institutions? Carnegie Math Pathways Technical Report
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Huang, Melrose; Yamada, Hiroyuki – Carnegie Foundation for the Advancement of Teaching, 2017
Statway® is an accelerated developmental mathematics intervention program for college students who are not yet prepared to succeed in a college-level math course. The Carnegie Foundation for the Advancement of Teaching created the initiative to increase student success rates in developmental mathematics and subsequent credit-bearing, college-level…
Descriptors: College Mathematics, Remedial Mathematics, Acceleration (Education), Program Effectiveness
A Study of the Relationship between the ACT College Mathematics Readiness Standard and College Mathematics Achievement
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Harwell, Michael; Moreno, Mario; Post, Thomas – Journal of Psychoeducational Assessment, 2016
This study examined the relationship between the American College Testing (ACT) college mathematics readiness standard and college mathematics achievement using a sample of students who met or exceeded the minimum 3 years high school mathematics coursework recommended by ACT. According to ACT, a student who scores 22 or higher on the ACT…
Descriptors: College Entrance Examinations, Mathematics Tests, College Mathematics, College Readiness
Assessing the Effectiveness of Quantway®: A Multilevel Model with Propensity Score Matching
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Yamada, Hiroyuki; Bohannon, Angel X.; Grunow, Alicia; Thorn, Christopher A. – Community College Review, 2018
Objective: Quantway is a Carnegie Math Pathways initiative, which redesigns the content, pedagogy, and structure of traditional developmental mathematics courses to simultaneously tackle traditional barriers to student success and support a broad range of developmental students in achieving their mathematics potential. Specifically, Quantway is a…
Descriptors: Hierarchical Linear Modeling, Probability, Scores, Developmental Studies Programs
Adding Parameter Guidance of Heterogeneity of Treatment Effects to an Online Design Parameter Database
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Hedberg, E. C.; Hedges, Larry – Society for Research on Educational Effectiveness, 2017
The purpose of this paper is to showcase new research that seeks to provide guidance on the heterogeneity of treatment effects by utilizing the variance of demographic differences in state assessments. This study is focused on a simple randomized block design where students are nested within schools, and within each school students are randomized…
Descriptors: Databases, Randomized Controlled Trials, Educational Research, Research Design
Within-Year Fidelity Growth of SWPBIS during Installation and Initial Implementation
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Schaper, Andrew; McIntosh, Kent; Hoselton, Robert – School Psychology Quarterly, 2016
The purpose of this study was to document within-year fidelity growth during installation and initial implementation of School-Wide Positive Behavioral Interventions and Supports (SWPBIS). Participants included school teams from schools throughout the United States that were in years 1 to 4 of SWPBIS implementation and routinely evaluated their…
Descriptors: Positive Behavior Supports, Program Implementation, Fidelity, Program Evaluation
Within-Year Fidelity Growth of SWPBIS during Installation and Initial Implementation
Peer reviewed Peer reviewed
PDF on ERIC Download full text
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Schaper, Andrew; McIntosh, Kent; Hoselton, Robert – Grantee Submission, 2016
The purpose of this study was to document within-year fidelity growth during installation and initial implementation of School-Wide Positive Behavioral Interventions and Supports (SWPBIS). Participants included school teams from schools throughout the United States that were in years one to four of SWPBIS implementation and routinely evaluated…
Descriptors: Fidelity, Program Implementation, Positive Behavior Supports, Check Lists