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Peer reviewedToby J. Park-Gaghan; Christine Mokher; Taylor Burtch; Morgan Danyi – Grantee Submission, 2024
Florida State University researchers spent the last year collecting and analyzing data on corequisite developmental education (DE) models in Texas as part of a four-year study that received a $1.5M grant from the U.S. Department of Education's Institute of Education Sciences. This study was proposed in response to Texas House Bill (HB) 2223, which…
Descriptors: Developmental Studies Programs, Remedial Instruction, Required Courses, Models
Download full textFinster, Matthew; Feldman, Jill – Grantee Submission, 2020
Due to low success of traditional, postsecondary remediation mathematics, The Maryland Mathematics Reform Initiative First in the World Grant (MMRI-FITW) sought to develop and implement a statistics pathway as an alternative to traditional algebra-based math, to accelerate developmental mathematics students' progress into credit-bearing…
Descriptors: Cost Effectiveness, Nontraditional Education, Developmental Studies Programs, Remedial Mathematics
Direct linkDouglas, Daniel; McKay, Heather; Edwards, Renee – Grantee Submission, 2020
In 2015, Bergen Community College (BCC) received a grant from the U.S. Department of Education First in the World Grant Program. The grant entitled Alternatives to Mathematics Education: An Unprecedented Program (AMP-UP), was awarded to conduct a randomized control trial on a corequisite approach to developmental math education. This study was…
Descriptors: Community Colleges, Mathematics Instruction, Remedial Mathematics, Acceleration (Education)
Kim, Jeanette; Simon, Mia; Horenstein, Aaron; Webber, Althea J. – Grantee Submission, 2020
The City University of New York (CUNY) is the largest urban public university system in the United States with approximately 100,000 students enrolled in associate degree programs. Similar to trends nationwide, many associate degree students come to CUNY underprepared for college-level classes and are assigned to take remedial or developmental…
Descriptors: Community Colleges, Educational Change, Developmental Studies Programs, Urban Universities
Feldman, Jill; Flynn, Jennifer; Dunderdale, Tara; Miyaoka, Atsushi; Finster, Matthew – Grantee Submission, 2020
The purpose of this quasi-experimental study was to compare the effects of new developmental statistics-based courses to traditional algebra-based developmental courses. The study used extant data from eight institutions and a matched sample of 2,041 students (Treatment, N = 748; Comparison, N = 1,293). All students enrolled in a treatment or…
Descriptors: Algebra, Mathematics Instruction, Teaching Methods, Developmental Studies Programs
