eric.ed.gov har udgivet: This paper asks whether placement recommendations for a developmental math course at an elite public institution impact students’ future academic performance, course-taking, and college outcomes. Researchers use these specific outcomes to measure whether developmental courses help students develop the skills necessary to succeed in college, inspire them to take different courses, and help them graduate or persist in college. The study examines the ways in which instructor characteristics can drive these outcomes, and whether instruction at this university in a program for low-achieving students and particularly underprepared low-income, first-generation, and underrepresented minority students achieves its goal of reducing achievement gaps. This informs specific course and instructor policies to help underprepared students in their first semesters in college. The research setting is an elite public institution with a… Continue Reading →
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eric.ed.gov har udgivet: Criteria for placement tests on math skills of adult basic education (ABE) students are needed to develop tests that are not too “school-like” because the ABE students are often blocked by math anxiety due to past negative school experiences, students may encounter language problems that affect their math skills, simple math problems do not measure practical problem-solving skills, and a placement test having only right and wrong answers does not provide insight into mathematical procedures of adults. These are the criteria: (1) adult students should be enabled to show the best they can; (2) language in a placement test should not hamper the student from doing the math test; (3) adults, in particular second language learners, should have a chance to apply their own mathematical procedures and… Continue Reading →
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eric.ed.gov har udgivet: Recent federal initiatives emphasize measuring teacher effectiveness and ensuring that disadvantaged students have equal access to effective teachers. This study substantially broadens the existing evidence on access to effective teaching by examining access in 29 geographically dispersed school districts over the 2008-2009 to 2010-2011 school years. The report describes disadvantaged students’ access to effective teaching in grades 4 through 8 in English/language arts (ELA) and math, using value-added analysis to measure effective teaching. On average, disadvantaged students had less access to effective teaching in these districts. Providing equal access to effective teaching for FRL and non-FRL students would reduce the student achievement gap from 28 percentile points to 26 percentile points in ELA and from 26 percentile points to 24 percentile points in math in a given… Continue Reading →
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eric.ed.gov har udgivet: “Informed math self-placement,” a program implemented at American River College in Sacramento, California, to determine students’ readiness for college-level math, has been in place for three years. This case study describes the development and implementation of math self-placement at American River. Math self-placement consists of a Web-based testing and information site that allows students, or potential students, to gauge their level of math proficiency prior to talking with a counselor or enrolling in classes. Math faculty members and administrators are hopeful that self-placement, as an alternative to traditional placement, will provide students with concrete knowledge and experience about math standards, since self-placement includes actual self-assessment instruments (tests), developed and approved by the college’s math faculty. American River’s experience in math self-placement is noteworthy in its potential to… Continue Reading →
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eric.ed.gov har udgivet: The need to improve math education around the country has been well documented, especially in urban school systems like Philadelphia. In Spring 2010, only 56.6% of students in Philadelphia Public schools scored proficient or advanced on the Pennsylvania State Standardized Assessment (PSSA). In Philadelphia Empowerment Schools, the 107 lowest performing schools in the Philadelphia School District, only 45.8% of students scored proficient or advanced (PSSA preliminary results). Yet, across these schools, there is wide variation. While over 80% of students in some Empowerment schools scored proficient or advanced in math, in other schools less than 20% of the student population reached math proficiency. In October 2009, former Philadelphia Public School Superintendent Arlene Ackerman implemented the Science Research Associates (SRA) Corrective Mathematics and Corrective Reading curriculum in all… Continue Reading →
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eric.ed.gov har udgivet: Recruiting, preparing, and retaining high quality secondary mathematics and science teachers are three of the most critical problems in the nation’s urban schools that serve a vast majority of children from socially and economically disadvantaged backgrounds. Although the factors contributing to these problems are complex, one area that has caught the attention of leaders of the teacher education community centers are the alternative pathways (or routes) through which teachers are trained and allowed into the profession. Many of these alternative pathways, teacher educators argue, aim to move teachers into teaching on a fast track and thereby short-change the necessary training that candidates need to have to become adequately prepared as classroom teachers. This article looks at the arguments on both sides: proponents and critics of traditional and… Continue Reading →
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eric.ed.gov har udgivet: Improving college completion is a shared objective of higher education. It is the focus of colleges, foundations, state governments, and the White House. Students have gotten the message–their aspirations are on the rise. But the nation’s collective ambition far exceeds today’s outcomes. Many students are not attaining their goals. College readiness is at the heart of this disconnect between aspirations and results. If student outcomes are to equal student aspirations, colleges must be more effective in helping underprepared students move into–and successfully complete–college-level work. This 2016 National Report presents innovative strategies that are showing promise– multiple measures for assessing readiness, corequisite courses, redesigned math, accelerated developmental courses, computer-assisted developmental math, developmental education paired with workplace skills, high school partnerships, and improved preparation for placement tests. Examples of… Continue Reading →
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eric.ed.gov har udgivet: One way to improve struggling schools’ access to effective teachers is to use selective transfer incentives. Such incentives offer bonuses for the highest-performing teachers to move into schools serving the most disadvantaged students. In this report, we provide evidence from a randomized experiment that tested whether such a policy intervention can improve student test scores and other outcomes in low-achieving schools. The intervention, known to participants as the Talent Transfer Initiative (TTI), was implemented in 10 school districts in seven states. The highest-performing teachers in each district–those who ranked in roughly the top 20 percent within their subject and grade span in terms of raising student achievement year after year (an approach known as value added)–were identified. These teachers were offered $20,000, paid in installments over a… Continue Reading →
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eric.ed.gov har udgivet: One way to improve struggling schools’ access to effective teachers is to use selective transfer incentives. Such incentives offer bonuses for the highest-performing teachers to move into schools serving the most disadvantaged students. In this report, we provide evidence from a randomized experiment that tested whether such a policy intervention can improve student test scores and other outcomes in low-achieving schools. The intervention, known to participants as the Talent Transfer Initiative (TTI), was implemented in 10 school districts in seven states. The highest-performing teachers in each district–those who ranked in roughly the top 20 percent within their subject and grade span in terms of raising student achievement year after year (an approach known as value added)–were identified. These teachers were offered $20,000, paid in installments over a… Continue Reading →
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eric.ed.gov har udgivet: Higher education systems and institutions across the country are overhauling their traditional placement process for college-level courses in mathematics and revisiting the role of developmental education. Increasingly, students who would have been required to take, and succeed in, developmental coursework before enrolling in college-level courses are now being placed directly into those courses while also receiving remedial support. This approach — known as developmental corequisite remediation — pairs a college-level course with a corequisite course designed to help students succeed in the college-level work. In response to the changing landscape, Carnegie Math Pathways (CMP) at WestEd created two new offerings based on this new approach that focus on quantitative reasoning and statistics: Quantway College with Corequisite and Statway College with Corequisite. In the 2018/19 school year, six… Continue Reading →
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