Accelerating Mathematics: Findings from the AMP-UP Program at Bergen Community College
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| Title: | Accelerating Mathematics: Findings from the AMP-UP Program at Bergen Community College |
|---|---|
| Language: | English |
| Authors: | Douglas, Daniel, McKay, Heather, Edwards, Renee |
| Source: | Grantee Submission. 2020. |
| Peer Reviewed: | N |
| Page Count: | 18 |
| Publication Date: | 2020 |
| Sponsoring Agency: | Department of Education (ED) |
| Contract Number: | P116F150138 |
| Document Type: | Reports - Research |
| Education Level: | Higher Education Postsecondary Education Two Year Colleges |
| Descriptors: | Community Colleges, Mathematics Instruction, Remedial Mathematics, Acceleration (Education), College Mathematics, Summer Programs, Program Effectiveness, Developmental Studies Programs, Two Year College Students |
| Geographic Terms: | New Jersey |
| Abstract: | 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 conducted by researchers at the Education and Employment Research Center (EERC) at Rutgers, The State University of New Jersey. EERC investigated whether an accelerated delivery of developmental and college-level mathematics coursework would improve student retention, gateway course completion, credit accumulation, and degree completion over three years. The intervention group enrolled in accelerated developmental and college-level coursework; those in the group who placed into developmental arithmetic also participated in a self-paced Summer Bridge program. The comparison group followed the college's usual developmental mathematics sequence, generally enrolling in their first math course in the Fall term of their first year. The study found that both groups enrolled in a similar number of terms over three years. But in that period, intervention group students were 13 percentage points more likely to complete a developmental mathematics course and 30 percentage points more likely to complete a college-level mathematics course. The intervention group also earned 5.1 more credits and was 8 percentage points more likely to complete a degree in the study period. [This report was published by Rutgers' Education and Employment Research Center at the School of Management and Labor Relations.] |
| Abstractor: | As Provided |
| What Works Clearinghouse (WWC) Reviewed: | Meets Evidence Standards without Reservations |
| WWC Study Page: | https://ies.ed.gov/ncee/wwc/Study/90306 |
| Entry Date: | 2020 |
| Access URL: | https://smlr.rutgers.edu/eerc |
| Accession Number: | ED608780 |
| Database: | ERIC |
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