ERIC Number: EJ1223469
Record Type: Journal
Publication Date: 2019-Sep
Pages: 22
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0162-3737
EISSN: N/A
Corequisite Mathematics Remediation: Results over Time and in Different Contexts
Logue, A. W.; Douglas, Daniel; Watanabe-Rose, Mari
Educational Evaluation and Policy Analysis, v41 n3 p294-315 Sep 2019
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.
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
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Two Year Colleges
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York (New York)
Grant or Contract Numbers: N/A