eric.ed.gov har udgivet: In this brief, the authors propose three measures of “early momentum” for two reasons: Research is beginning to show that these near-term metrics predict long-term success, and the metrics focus attention on initial conditions at colleges that are particularly important for solidifying the foundation for student success. While these measures are valuable individually, as a group they give a better picture of the impact of reforms on students, and thus are more valuable if used together. These measures include: (1) Credit momentum–defined as attempting at least 15 semester credits in the first term or at least 30 semester credits in the first academic year; (2) Gateway momentum–defined as taking and passing “pathway-appropriate” college-level math and college-level English in the first academic year; and (3) Program momentum–defined as… Continue Reading →
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eric.ed.gov har udgivet: Even though many of Alaska’s students are getting a good education, historically Alaska has some of the largest achievement gaps in the country. Compared to other states in America, Alaska ranks at or near the bottom in reading and math scores. This document is a call to action. Thousands of Alaskans have stepped up to answer this call and have demonstrated through Alaska’s Education Challenge that they are unwilling to accept their state’s current results. Parents, students, educators, policymakers, tribal leaders, partner organizations, and local school boards have worked together to create a shared plan for improving Alaska’s system of public education. This document outlines the three primary components of that plan: (1) Public Commitments–An invitation to all Alaskans to support a thriving and successful public education… Continue Reading →
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eric.ed.gov har udgivet: Community colleges are a large sector of postsecondary education. In 2016-2017, the United States had nearly 1,000 public 2-year postsecondary institutions (community colleges), serving almost nine million students, representing 39% of all undergraduates. The majority of entering community college students require developmental (or remedial) math. Success rates in the developmental math course sequence and college more broadly are discouragingly low. Policymakers, practitioners, and researchers alike are eagerly searching for reforms to improve success rates, but there is a dearth of causal evidence on the effectiveness of most proposed reforms. We sought to answer the following question: what effect does a modularized, computer-assisted, self-paced approach to developmental math (compared with a more “traditional” direct-instruction course alternative) have on students’ likelihood of completing the developmental math course sequence? Findings… Continue Reading →
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