The Effects of Acceleration in Developmental Mathematics on Lowest-Level Placed Students at Utah Valley University

In this dissertation, acceleration in developmental mathematics at Utah Valley University through compression of a 4-course sequence into a 2-course sequence was examined to determine the extent to which sequence length predicted student success outcomes, including completion of, pass/fail grades in, and re-enrollment into subsequent developmental mathematics courses for students with the lowest-level incoming placement exam scores. A two-year sample of students in the pre-reform 4-course sequence and a two-year sample of students in the post-reform 2-course sequence were analyzed using binary logistic regression, controlling for age, sex, race, and attempt number were conducted to examine completion of developmental mathematics courses and enrollment into subsequent developmental mathematics courses after passing the first course. Chi-squared tests of association were also conducted to examine the relationship between sequence length and whether the lowest-level placed students passed their first or second semester in developmental mathematics coursework. The findings of this study suggested that the post-reform 2-course sequence may have a detrimental effect on student success outcomes in developmental mathematics courses for the lowest-level placed students, however broad confidence intervals prevented firm conclusions. Goodness of fit measures showed that the models created in this study do not account for a large portion of the variance in the student success outcomes, indicating that factors other than sequence length, such as Pell grant eligibility, first generation status, and other cognitive and affective characteristics would be better predictors of success. Reduced course sequences could be an effective option as part of a holistic developmental mathematics program that meets the various needs of its students. However, as an isolated change without consideration of varied ideal learning rates, a shortened sequence does not have a meaningful impact

The Transfer Playbook: Essential Practices For Two- And Four-year Colleges

Recognizing the critical need to help millions of community college students failed by current transfer practices and policies.  A new report provides a detailed guide for two- and four-year colleges on how to improve bachelor's degree outcomes for students who start at community college.Every year, millions of students aiming to attain a bachelor's degree attend community colleges because of their affordability and accessibility. Most will not realize their goals. While the vast majority of students report they want to earn a bachelor's degree, only 14 percent of degree-seeking students achieve that goal within six years, according to recent research from CCRC, Aspen, and the National Student Clearinghouse Research Center. The odds are worse for low-income students, first-generation college students, and students of color—those most likely to start at a community college

Dual Enrollment Policies and Practices

The James Irvine Foundation joins educators and policymakers across the country who share a growing interest in the potential of dual enrollment. In particular, when high school students take college courses to earn transferable college credits, how are they positioned to succeed in college and career? How can we expand this opportunity to a broader range of students? Irvine's Youth program seeks to help increase the number of low-income youth in California who complete high school on time and attain a postsecondary credential by age 25. To ensure access to better educational and economic opportunities for a diverse group of students, our funding supports multiple pathways to the same destination: success in high school, college and careers. The multiple pathways approach integrates rigorous academics with demanding career and technical education, comprehensive student support services and relevant work-based learning opportunities, so that all high school students are prepared for both college and career. Research suggests that career-focused dual enrollment programs can improve secondary and postsecondary academic outcomes for a variety of students. In this context, the Concurrent Courses initiative was created to demonstrate the feasibility of using dual enrollment to enhance career and technical education pathways -- particularly for low-income youth who are struggling academically or who are within populations historically underrepresented in higher education. The Concurrent Courses initiative is being managed by the Community College Research Center (CCRC) housed at Teachers College, Columbia University. We would like to thank and recognize the authors of this brief: Joanne Wang Golann, who is a Senior Research Assistant and Katherine L. Hughes, who is the Assistant Director for Work and Education Reform Research at CCRC. The authors conducted extensive research on the dual enrollment environment in California in preparation for Concurrent Courses. This brief shares their analysis with the field to clarify the opportunities and challenges for supporting promising pathways to college

The New Forgotten Half and Research Directions to Support Them

This is one of a series of five papers outlining the particular domains and dimensions of inequality where new research may yield a better understanding of responses to this growing issue.Using data from the nationally representative Educational Longitudinal Survey (ELS), the authors examine the circumstances of youth who drop out of community college before attaining a credential, discuss institutional challenges in the era of increased college access, and outline a research agenda to help youth move beyond "some college" and achieve their potential

Early College, Early Success: Early College High School Initiative Impact Study

In 2002, the Bill & Melinda Gates Foundation launched the ECHSI with the primary goal of increasing the opportunity for underserved students to earn a postsecondary credential. To achieve this goal, Early Colleges provide underserved students with exposure to, and support in, college while they are in high school. Early Colleges partner with colleges and universities to offer all students an opportunity to earn an associate's degree or up to two years of college credits toward a bachelor's degree during high school at no or low cost to the students. The underlying assumption is that engaging underrepresented students in a rigorous high school curriculum tied to the incentive of earning college credit will motivate them and increase their access to additional postsecondary education and credentials after high school. Since 2002, more than 240 Early Colleges have opened nationwideThis study focused on the impact of Early Colleges. It addressed two questions:1. Do Early College students have better outcomes than they would have had at other high schools?2. Does the impact of Early Colleges vary by student background characteristics (e.g., gender and family income)? To answer these questions, we conducted a lottery-based randomized experiment, taking advantage of the fact that some Early Colleges used lotteries in their admissions processes. By comparing the outcomes for students who participated in admissions lotteries and were offered enrollment with the outcomes for students who participated in the lotteries but were not offered enrollment, we can draw causal conclusions about the impact of Early Colleges.The primary student outcomes for this study were high school graduation, college enrollment, and college degree attainment. We also examined students' high school and college experiences. Data on student background characteristics and high school outcomes came from administrative records from schools, districts, and states; data on collegeoutcomes came from the National Student Clearinghouse (NSC); and data on high school and college experiences and intermediate outcomes such as college credit accrual camefrom a student surveyWe assessed the impact of Early Colleges on these outcomes for a sample of 10 Early Colleges that did the following:-Enrolled students in grades 9 -- 12 and had high school graduates in the study years (2005 -- 2011)-Used lotteries as part of the admission processes in at least one of the study cohorts (students who entered ninth grade in 2005 -- 06, 2006 -- 07, or 2007 -- 08)-Retained the lottery recordsEight of the 10 Early Colleges in the study were included in the student survey. The overall study sample included 2,458 students and the survey sample included 1,294 students. The study extended through three years past high school

Returning to Learning: Adults' Success in College Is Key to America's Future

Provides an overview of research on adult learners' characteristics, risk factors, and needs at four-year institutions and in for-credit and non-credit courses, and what changes institutions and governments can implement to help adult students succeed