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ERIC Number: EJ1103470
Record Type: Journal
Publication Date: 2016-Jul
Pages: 26
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0091-5521
EISSN: N/A
Assessing the First Two Years' Effectiveness of Statway®: A Multilevel Model With Propensity Score Matching
Yamada, Hiroyuki; Bryk, Anthony S.
Community College Review, v44 n3 p179-204 Jul 2016
Objective: Statway is a community college pathways initiative developed by the Carnegie Foundation for the Advancement of Teaching designed to accelerate students' progress through their developmental math sequence to acquiring college math credit in statistics. Statway is a multifaceted change initiative designed to address the complex problems that impede student success. Specifically, it is a one-year pathway program through which students acquire college math credit. Instructors use research-based learning principles to improve the content and pedagogy for student learning and incorporate social-psychological interventions to sustain student engagement and persistence. In addition, language supports for students' accessibility to mathematics learning are integrated into the curriculum. Professional development resources assist faculty as they teach new content utilizing unfamiliar pedagogies. Statway is organized as a networked improvement community intending to accelerate educators' efforts to continuously improve. This study was aimed to assess the effectiveness of Statway during its first two years of implementation. Method: We applied a multilevel model with propensity score matching to control for possible selection bias and increase the validity of causal inference. Results: We found large effects of Statway on students attaining college math credit with persisting effects into the following year as Statway students also accumulated more college-level credits. These improved outcomes emerged for each gender and race/ethnicity groups and for students with different math placement levels. Conclusion: This study provided robust evidence that Statway increases student success in acquiring college math credit and enhances equity in student outcomes. Directions for future work are suggested.
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
Publication Type: Journal Articles; Reports - Research
Education Level: Two Year Colleges; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Identifiers - Location: California; Connecticut; Florida; Texas; Washington
Grant or Contract Numbers: DUE1322844