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Direct linkTracey Howell; Heather Ortiz; Katherine Mawhinney; Katrina Palmer; Thomas Redd; Renee Barger; Michelle Solér – International Journal for Mathematics Teaching and Learning, 2023
Adopting corequisite mathematics models to accelerate students' completion of their introductory college-level mathematics course in their first year of college is prevalent across higher education institutions. This systematic review demonstrates the known research, evidence, and diversity of implemented corequisite mathematics models for…
Descriptors: Mathematics Education, College Freshmen, Introductory Courses, Remedial Mathematics
Difei Li – ProQuest LLC, 2023
Postsecondary institutions are redesigning the ways in which they offer remedial courses to support students' progress and eventual success in college more effectively A corequisite approach places students assessed as marginally remedial directly into college-level courses but provides them with additional academic support. The rationale is that…
Descriptors: Postsecondary Education, Remedial Instruction, Required Courses, State Programs
Download full textParker, Patricia – Inquiry, 2019
The Virginia Community College System (VCCS) embarked on a comprehensive mathematics pathways project in October 2015 with a move from design to implementation in spring 2017. The VCCS Mathematics Pathways Project (VMPP) aimed not only to develop strategies to improve retention and completion, but also to address foundational barriers to students'…
Descriptors: Statewide Planning, Change Strategies, School Holding Power, Academic Persistence
Spellman, Elaine Sabrina – ProQuest LLC, 2019
North Carolina's community colleges redesigned developmental math programs in 2011. The overall effectiveness of the redesign has not yet been evaluated. A concurrent mixed-methods study was conducted at Mid-Atlantic Community College (MACC) for a formative and summative evaluation of the redesigned program. Mezirow's transformative learning…
Descriptors: Remedial Mathematics, Developmental Studies Programs, Program Evaluation, Program Design
Bickerstaff, Susan; Beal, Katie; Raufman, Julia; Lewy, Erika B.; Slaughter, Austin – Center for the Analysis of Postsecondary Readiness, 2022
Over the past decade, policymakers, educators, and administrators in community colleges and other broad-access postsecondary institutions have focused on reforming developmental education practices, including how students are assessed as needing additional academic support. Concurrent with widespread changes in practice, researchers have engaged…
Descriptors: Educational Principles, Developmental Studies Programs, Educational Change, Evidence Based Practice
Edwards, Ann R.; Sandoval, Carlos; McNamara, Haley – Journal of Teacher Education, 2015
More than 60% of the nation's 14 million community college students are required to complete at least one developmental mathematics class before enrolling in college-credit courses; however, 80% of them do not successfully complete any college-level mathematics course within 3 years. To address this problem, the Community College Pathways…
Descriptors: Faculty Development, College Faculty, Mathematics Teachers, Developmental Studies Programs
