NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
ERIC Number: ED582413
Record Type: Non-Journal
Publication Date: 2017-Mar
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
Do Effects of Quantway® Persist in the Following Year? A Multilevel Propensity Score Approach to Assessing Student College Mathematics Achievement. Carnegie Math Pathways Technical Report
Yamada, Hiroyuki
Carnegie Foundation for the Advancement of Teaching
This report analyzes evidence from a new study assessing the effectiveness of Quantway 1 (QW1), a single-term accelerated developmental math course with a focus on quantitative reasoning. Quantway® is one of the Pathways courses (along with Statway®) developed by a network of faculty and content experts convened by the Carnegie Foundation to accelerate the progress of college students through developmental mathematics with the aim of increasing success rates in earning college credit in mathematics. This report is the sequel to an earlier study (see ED582412) of the effectiveness of QW1, both of which applied a multilevel propensity score matching approach. The first study provided robust evidence that QW1 increases student success in fulfilling developmental math requirements and advances equity in student outcomes. The present study tracked student college math achievement through the year after QW1 enrollment. Results in this most recent analysis revealed that QW1 students were significantly more likely to enroll in credit-bearing college math courses within a year than their counterparts who followed traditional developmental math sequences were, and that while increasing subsequent math course taking, QW1 students demonstrated a comparable GPA. Significantly, QW1 effects were positive across all sex and race/ethnicity subgroups, as well as in nearly all classrooms and colleges. The current study provided additional empirical evidence of the persistence of QW1's effectiveness for diverse student populations across varied classroom and institutional contexts. Directions for future work are discussed. As indicated in the prior study, additional questions still need to be answered: Do the effects of QW1 persist in the following year? More specifically, we are interested in whether or not QW1 students are (a) more likely than matched comparison students to enroll in credit-bearing college math courses, and (b) perform comparably to or better than matched comparison students in college math courses. Because QW1 is designed not only to get students through their developmental math sequences but to help them meet their college-level math requirements, these questions will be particularly important to answer in determining QW1's effectiveness. Therefore, the objective of the current study is to assess the persistence of effects of QW1 by tracking student college math achievement one year after QW1 participation.
Carnegie Foundation for the Advancement of Teaching. 51 Vista Lane, Stanford, CA 94305. Tel: 650-566-5102; Fax: 650-326-0278; e-mail: publications@carnegiefoundation.org; Web site: http://www.carnegiefoundation.org
Publication Type: Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: Carnegie Corporation of New York; Bill and Melinda Gates Foundation; Kresge Foundation; Great Lakes Higher Education Corporation and Affiliates; National Science Foundation (NSF)
Authoring Institution: Carnegie Foundation for the Advancement of Teaching
Grant or Contract Numbers: DUE1322844