View in EDS

Should Students Assessed as Needing Remedial Mathematics Take College-Level Quantitative Courses Instead? A Randomized Controlled Trial

Saved in:
Bibliographic Details
Title: Should Students Assessed as Needing Remedial Mathematics Take College-Level Quantitative Courses Instead? A Randomized Controlled Trial
Language: English
Authors: Logue, A. W., Watanabe-Rose, Mari, Douglas, Daniel
Source: Educational Evaluation and Policy Analysis. Sep 2016 38(3):578-598.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Peer Reviewed: Y
Page Count: 21
Publication Date: 2016
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Remedial Mathematics, College Mathematics, College Students, Randomized Controlled Trials, Algebra, Statistics, Workshops, Instructional Effectiveness, Comparative Analysis, Mathematics Instruction, Mathematics Achievement
Geographic Terms: New York (New York)
DOI: 10.3102/0162373716649056
ISSN: 0162-3737
Abstract: Many college students never take, or do not pass, required remedial mathematics courses theorized to increase college-level performance. Some colleges and states are therefore instituting policies allowing students to take college-level courses without first taking remedial courses. However, no experiments have compared the effectiveness of these approaches, and other data are mixed. We randomly assigned 907 students to (a) remedial elementary algebra, (b) that course with workshops, or (c) college-level statistics with workshops (corequisite remediation). Students assigned to statistics passed at a rate 16 percentage points higher than those assigned to algebra (p < 0.001), and subsequently accumulated more credits. A majority of enrolled statistics students passed. Policies allowing students to take college-level instead of remedial quantitative courses can increase student success.
Abstractor: As Provided
What Works Clearinghouse (WWC) Reviewed: Meets Evidence Standards without Reservations
WWC Study Page: https://ies.ed.gov/ncee/wwc/Study/86040
Entry Date: 2016
Accession Number: EJ1108392
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1108392
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Should Students Assessed as Needing Remedial Mathematics Take College-Level Quantitative Courses Instead? A Randomized Controlled Trial
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: &lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Logue%2C+A%2E+W%2E%22&quot;&gt;Logue, A. W.&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Watanabe-Rose%2C+Mari%22&quot;&gt;Watanabe-Rose, Mari&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Douglas%2C+Daniel%22&quot;&gt;Douglas, Daniel&lt;/searchLink&gt;
– Name: TitleSource
  Label: Source
  Group: Src
  Data: &lt;searchLink fieldCode=&quot;SO&quot; term=&quot;%22Educational+Evaluation+and+Policy+Analysis%22&quot;&gt;&lt;i&gt;Educational Evaluation and Policy Analysis&lt;/i&gt;&lt;/searchLink&gt;. Sep 2016 38(3):578-598.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 21
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2016
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles&lt;br /&gt;Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: &lt;searchLink fieldCode=&quot;EL&quot; term=&quot;%22Higher+Education%22&quot;&gt;Higher Education&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;EL&quot; term=&quot;%22Postsecondary+Education%22&quot;&gt;Postsecondary Education&lt;/searchLink&gt;
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: &lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Remedial+Mathematics%22&quot;&gt;Remedial Mathematics&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22College+Mathematics%22&quot;&gt;College Mathematics&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22College+Students%22&quot;&gt;College Students&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Randomized+Controlled+Trials%22&quot;&gt;Randomized Controlled Trials&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Algebra%22&quot;&gt;Algebra&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Statistics%22&quot;&gt;Statistics&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Workshops%22&quot;&gt;Workshops&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Instructional+Effectiveness%22&quot;&gt;Instructional Effectiveness&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Comparative+Analysis%22&quot;&gt;Comparative Analysis&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Mathematics+Instruction%22&quot;&gt;Mathematics Instruction&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Mathematics+Achievement%22&quot;&gt;Mathematics Achievement&lt;/searchLink&gt;
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: &lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22New+York+%28New+York%29%22&quot;&gt;New York (New York)&lt;/searchLink&gt;
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.3102/0162373716649056
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0162-3737
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Many college students never take, or do not pass, required remedial mathematics courses theorized to increase college-level performance. Some colleges and states are therefore instituting policies allowing students to take college-level courses without first taking remedial courses. However, no experiments have compared the effectiveness of these approaches, and other data are mixed. We randomly assigned 907 students to (a) remedial elementary algebra, (b) that course with workshops, or (c) college-level statistics with workshops (corequisite remediation). Students assigned to statistics passed at a rate 16 percentage points higher than those assigned to algebra (p &lt; 0.001), and subsequently accumulated more credits. A majority of enrolled statistics students passed. Policies allowing students to take college-level instead of remedial quantitative courses can increase student success.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: CodeSource
  Label: What Works Clearinghouse (WWC) Reviewed
  Group: SrcInfo
  Data: Meets Evidence Standards without Reservations
– Name: URL
  Label: WWC Study Page
  Group: URL
  Data: &lt;link linkTarget=&quot;URL&quot; linkTerm=&quot;https://ies.ed.gov/ncee/wwc/Study/86040&quot; linkWindow=&quot;_blank&quot;&gt;https://ies.ed.gov/ncee/wwc/Study/86040&lt;/link&gt;
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2016
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1108392
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1108392
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.3102/0162373716649056
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 21
        StartPage: 578
    Subjects:
      – SubjectFull: Remedial Mathematics
        Type: general
      – SubjectFull: College Mathematics
        Type: general
      – SubjectFull: College Students
        Type: general
      – SubjectFull: Randomized Controlled Trials
        Type: general
      – SubjectFull: Algebra
        Type: general
      – SubjectFull: Statistics
        Type: general
      – SubjectFull: Workshops
        Type: general
      – SubjectFull: Instructional Effectiveness
        Type: general
      – SubjectFull: Comparative Analysis
        Type: general
      – SubjectFull: Mathematics Instruction
        Type: general
      – SubjectFull: Mathematics Achievement
        Type: general
      – SubjectFull: New York (New York)
        Type: general
    Titles:
      – TitleFull: Should Students Assessed as Needing Remedial Mathematics Take College-Level Quantitative Courses Instead? A Randomized Controlled Trial
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Logue, A. W.
      – PersonEntity:
          Name:
            NameFull: Watanabe-Rose, Mari
      – PersonEntity:
          Name:
            NameFull: Douglas, Daniel
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 09
              Type: published
              Y: 2016
          Identifiers:
            – Type: issn-print
              Value: 0162-3737
          Numbering:
            – Type: volume
              Value: 38
            – Type: issue
              Value: 3
          Titles:
            – TitleFull: Educational Evaluation and Policy Analysis
              Type: main
ResultId 1