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Corequisite Mathematics Remediation: Results over Time and in Different Contexts

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Title: Corequisite Mathematics Remediation: Results over Time and in Different Contexts
Language: English
Authors: Logue, A. W., Douglas, Daniel, Watanabe-Rose, Mari
Source: Educational Evaluation and Policy Analysis. Sep 2019 41(3):294-315.
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: 22
Publication Date: 2019
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Two Year Colleges
Descriptors: Remedial Mathematics, Majors (Students), College Students, Statistics, College Mathematics, Algebra, Graduation Rate, Instructional Effectiveness, Context Effect, Introductory Courses, Community Colleges, Two Year College Students, College Transfer Students, Bachelors Degrees, Gender Differences
Geographic Terms: New York (New York)
DOI: 10.3102/0162373719848777
ISSN: 0162-3737
Abstract: Traditional mathematics remediation is based on the theory that traditional mathematics remedial courses increase students' subsequent academic performance. However, most students assigned to these courses do not pass them and thus cannot graduate. An alternative approach, corequisite remediation, assigns students instead to college-level quantitative courses with additional academic support, often aligned to a student's major. Here, we report the longer-term results of a randomized controlled trial comparing corequisite remediation (with statistics) and traditional algebra remediation (297 students per group). The corequisite group not only demonstrated significantly higher quantitative course pass rates but also success in many other disciplines, as well as significantly higher graduation rates. We also report the results of two quasi-experimental analyses (propensity score matching) demonstrating higher pass rates for corequisite mathematics remediation with 347 additional students in different settings. Policies requiring corequisite mathematics remediation can result in greater student success than is obtained with traditional remediation.
Abstractor: As Provided
Entry Date: 2019
Accession Number: EJ1223469
Database: ERIC
FullText Text:
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  Data: Corequisite Mathematics Remediation: Results over Time and in Different Contexts
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  Data: Traditional mathematics remediation is based on the theory that traditional mathematics remedial courses increase students' subsequent academic performance. However, most students assigned to these courses do not pass them and thus cannot graduate. An alternative approach, corequisite remediation, assigns students instead to college-level quantitative courses with additional academic support, often aligned to a student's major. Here, we report the longer-term results of a randomized controlled trial comparing corequisite remediation (with statistics) and traditional algebra remediation (297 students per group). The corequisite group not only demonstrated significantly higher quantitative course pass rates but also success in many other disciplines, as well as significantly higher graduation rates. We also report the results of two quasi-experimental analyses (propensity score matching) demonstrating higher pass rates for corequisite mathematics remediation with 347 additional students in different settings. Policies requiring corequisite mathematics remediation can result in greater student success than is obtained with traditional remediation.
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  Data: EJ1223469
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        Value: 10.3102/0162373719848777
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      – Text: English
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      Pagination:
        PageCount: 22
        StartPage: 294
    Subjects:
      – SubjectFull: Remedial Mathematics
        Type: general
      – SubjectFull: Majors (Students)
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      – SubjectFull: Algebra
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      – SubjectFull: Instructional Effectiveness
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      – SubjectFull: Context Effect
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      – SubjectFull: Introductory Courses
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      – SubjectFull: Community Colleges
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      – SubjectFull: Gender Differences
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      – SubjectFull: New York (New York)
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      – TitleFull: Corequisite Mathematics Remediation: Results over Time and in Different Contexts
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