ERIC Number: EJ968319
Record Type: Journal
Publication Date: 2012-Mar-15
Pages: 2
Abstractor: ERIC
ISBN: N/A
ISSN: ISSN-1557-5411
EISSN: N/A
Closing the Math Achievement Gap: Institutions Find Success with MyMathLab
Stewart, Pearl
Diverse: Issues in Higher Education, v29 n3 p12-13 Mar 2012
Institutions find success with Pearson Education's MyMathLab. The Department of Mathematical Sciences at the University of Memphis (UM) reported a narrowing of the achievement gap between Black and White students. According to the study conducted by UM professors and titled "The Effectiveness of Blended Instruction in Postsecondary General Education Mathematics Courses," which compared student performance before and after the program was initiated, racial withdrawal rate disparities decreased with the use of Memphis Mathematical Model (MMM), the university's MyMathLab-enabled program. In traditional elementary calculus, 22.4 percent of Black students dropped out compared with 15.4 percent of White students; in the MMM calculus courses, 6.8 percent of Blacks withdrew compared with 9 percent of Whites. The study further found that overall performance disparities between Black and White students were reduced in MMM-taught classes. Similar results have been reported at other institutions. Data from the University of Alabama shows a higher rate of increase in student performance where the cohort was African-American vs. Caucasian.
Descriptors: Blended Learning, Achievement Gap, Mathematics Achievement, Program Effectiveness, Calculus, White Students, African American Students, Racial Differences, Dropout Rate, Teaching Methods, Educational Technology, College Mathematics
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A