Student Success in Developmental Math Education: Connecting the Content at Ivy Tech Community College

Royer, Dan W.; Baker, Russell D.

doi:10.1002/cc.20299

Cited by 7 publications

(4 citation statements)

References 3 publications

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“…What appears to have mattered most for students in these data were forms of academic capital that serve students in a variety of university contexts, not just in mathematics courses. If one assumes that corequisite remediation should have a significant influence in facilitating student achievement, as has been reported in various other studies (e.g., Denley 2016; Kashyap and Matthew 2017; Barbitta and Munn 2018;Royer and Baker 2018), then these negative results highlight the importance of attending to how a course's corequisite model is designed and implemented. In addition to factors like student and teacher buy-in noted by Campbell and Cintron (2018), the Dana Center Mathematics Pathways (2018) project discuss that factors such as:…”

Section: Discussionmentioning

confidence: 83%

Embedded Remediation Is Not Necessarily a Pathway for Equitable Access to Quantitative Literacy and College Algebra: Results from a Pilot Study

Matz¹,

Tunstall²

2019

Numeracy

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Courses in developmental and introductory mathematics are changing. Because nearly all students need mathematics coursework to graduate from a postsecondary institution, yet institutions consistently struggle to ensure that students of all demographics succeed in credit-bearing mathematics courses, student success in such courses may be viewed as an issue of social justice. In particular, there is a need for institutions to provide pathways through college-level mathematics courses that meet the needs of students with a wide array of incoming mathematical knowledge and skills. In light of questions about pedagogy, pass rates, and effects on degree completion time, some institutions have moved away from requiring students to enroll in non-credit-bearing developmental mathematics courses. At Michigan State University, college-level courses in both Quantitative Literacy and College Algebra now directly enroll students who previously would have placed into Intermediate Algebra. Accompanying this shift in access are changes in course structure and content; during the 2017-2018 academic year, some course sections included an extra class meeting to help students bridge gaps in their requisite skills. While the corequisite model is an intuitive approach to supporting student learning, essentially increasing time on task and identifying needed requisite skills "just in time," these quantitative analyses show little evidence for these course sections improving students' course grades. In this context, the role and type of corequisite, supplemental instruction that best supports learning for a diverse group of students in introductory undergraduate mathematics courses remains in question. We discuss potential reasons for these results in light of existing reports on corequisite models and situate the results in the context of what social justice and equity might look like for corequisite models of introductory mathematics coursework.

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Section: Discussionmentioning

confidence: 83%

Embedded Remediation Is Not Necessarily a Pathway for Equitable Access to Quantitative Literacy and College Algebra: Results from a Pilot Study

Matz¹,

Tunstall²

2019

Numeracy

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“…Prior studies have shown that a substantial number of students tend to be underplaced, which means that they are required to take a developmental course even though they likely could have passed a for-credit course (e.g., Leeds & Mokher, 2020;Scott-Clayton et al, 2014). Under the corequisite model, students are less likely to be harmed by underplacement because they can enroll directly in college-level courses (Jaggars et al, 2015;Logue et al, 2019;Ran & Lin, 2019;Royer & Baker, 2018). Corequisite courses may also improve student motivation and reduce stigma because students are placed in a college-level course and provided opportunities to earn college credit (Edgecombe, 2011;Ran & Lin, 2019;Royer & Baker, 2018).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Under the corequisite model, students are less likely to be harmed by underplacement because they can enroll directly in college-level courses (Jaggars et al, 2015;Logue et al, 2019;Ran & Lin, 2019;Royer & Baker, 2018). Corequisite courses may also improve student motivation and reduce stigma because students are placed in a college-level course and provided opportunities to earn college credit (Edgecombe, 2011;Ran & Lin, 2019;Royer & Baker, 2018). In addition, corequisite courses often result in curricular changes that improve alignment and relevance through the pairing of developmental skills with college-level assignments (Miller et al, 2020;Ran & Lin, 2019).…”

Section: Literature Reviewmentioning

confidence: 99%

Does the Method of Acceleration Matter? Exploring the Likelihood of College Coursetaking Success Across Four Developmental Education Instructional Strategies

Mokher

Park-Gaghan

2021

Teachers College Record

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Background/Context: Accelerated instructional strategies for developmental education have been promoted as a way to help underprepared students to progress more quickly through college-level coursework. Yet, what remains unknown is whether certain accelerated strategies are more effective than others and whether this initial acceleration may lead to longer term success. Purpose/Objective/Research Question/Focus of Study: We examine whether the likelihood of success varies for completion of mathematics and English requirements over 3 years among the Florida students enrolled in courses using one of four developmental instructional strategies: compressed, corequisite, modularized, or contextualized. Population/Participants/Subjects: Our sample includes all first-time-in-college students during the 2015–2016 year who enrolled in all 28 public state colleges and took any developmental education course during the first year. Research Design: We use inverse probability-weighted regression adjustment (IPWRA) to compare success rates in completion of mathematics and English requirements over 3 years for Florida college students in each of these strategies. Findings/Results: Overall, the results demonstrate variation in the likelihood of success for completion of mathematics and English courses over 3 years among students in different developmental instructional strategies, which suggests that the method of acceleration does matter. Corequisite courses tended to lead to greater long-term gains in math and, to an extent, in reading, while contextualized tended to be most effective in writing. Conclusions/Recommendations: Leaders can play an important role in strengthening institutional capacity to effectively implement developmental education reform by developing faculty buy-in, ensuring adequate resources to scale and sustain reform efforts, and using data to inform future decision-making.

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“…Corequisite learning, widely discussed in CCA and CCG literature, has been found to facilitate success in gateway courses, including College Algebra (Berryman & Short, 2010;Brower et al, 2017;Denley, 2016;Logue & Watanabe-Rose, 2014;Mireles, Acee, and Gerber, 2014;Royer & Baker, 2018). This instructional model is proposed as a way to increase gateway success through participation in the college-level course alongside a concurrent course using the concept of "just-in-time academic support" (Complete College America, 2019), with remediation and support occurring in real time with gateway course learning.…”

mentioning

confidence: 99%

Relationship between Required Corequisite Learning and Success in College Algebra

Smith

2019

gcpa

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This study sought to answer if a relationship existed between required corequisite support and success in gateway College Algebra courses. Complete College America and Complete College Georgia initiatives over the last ten years have sought ways to increase access to higher education with high progression and completion rates. Efforts such as the Momentum Year in University System of Georgia schools utilize developmental corequisite courses for gateway English and Mathematics to ensure early success and progression. This study used a chi-square test to analyze two groups of new freshmen and their success in College Algebra-one group who participated in corequisite learning (n=55) and one group who did not participate in corequisite learning (n=158), finding that a higher proportion of students succeed in College Algebra when also enrolled in corequisite support.

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Student Success in Developmental Math Education: Connecting the Content at Ivy Tech Community College

Abstract: 3 This chapter considers difficulties with traditionally organized developmental math course sequences from the literature and practice. We then report initial student success findings following the system-wide implementation of a corequisite model in developmental math.

Cited by 7 publications

References 3 publications

Embedded Remediation Is Not Necessarily a Pathway for Equitable Access to Quantitative Literacy and College Algebra: Results from a Pilot Study

Embedded Remediation Is Not Necessarily a Pathway for Equitable Access to Quantitative Literacy and College Algebra: Results from a Pilot Study

Does the Method of Acceleration Matter? Exploring the Likelihood of College Coursetaking Success Across Four Developmental Education Instructional Strategies

Relationship between Required Corequisite Learning and Success in College Algebra

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