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Developmental Education Acceleration Project:
An Evaluation of Modularization and Compression Approaches in Mathematics
National Conference on Acceleration in Developmental Education
Baltimore, MDJune 19, 2014
Alissa GardenhireResearch AssociateMDRC
Support for this Research
The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A130125 to MDRC.
The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.
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Goals for this Presentation
To introduce the two approaches to acceleration included in this project
To describe the project’s two programs
To provide an overview of MDRC’s study
(If time) To have an interactive discussion about these acceleration strategies in mathematics
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Quick Discussion
What are a few words that describe a traditional lecture-based developmental math course?
What about traditional developmental math courses has led to a desire for acceleration?
Developmental Math: A Barrier to Student Progress
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Less than 25% of community college students who enroll in developmental education courses earn a degree from a community college within 8 years.1
Developmental math, in particular, is cited as a major hurdle to graduation for community college students.2
Only 17% of students who need three or more developmental math courses complete the sequence.3
1Bailey & Cho (2010).2Bailey, Jeong, & Cho (2010).3Bailey , Jeong & Cho (2010).
• Fine-grained placement tests
• Discrete learning units, or modules
• Computer-assisted learning
• Individualized assistance/support
• Complete two courses in a single semester
• Compatible with varied instructional methods
• Immersion in math subject matter content
Modularization Compression
Two Course Acceleration Approaches
ModMath at Tarrant County CollegeThe College• 2-year institution in Hurst, Tx• Northeast campus serves ~15,000 students• ~1,200 developmental math students in Spring 2014Origins of ModMath ModMath began as FACULTY DRIVEN a pilot in 2008
• to increase student chances to progress by testing early,
• to give students “credit” for material they master,
• and to allow students to maintain momentum even if they need to stop out periodically.
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WHAT IS MODMATH?
• Fine Grained Placement Test• Computer-Assisted Instruction• Self-paced• Instructor as Facilitator
ModMath
MATH 0114MATH 0115MATH 0116
Semester Courses
Equivalent to Dev. Math 1MATH 0361
MATH 0117MATH 0118MATH 0119
Equivalent to Int. AlgebraMATH 0362
MOTIVATION FOR EVALUATION
2008FL 2009SP 2009FL 2010SP 2010FL 2011SP 2011FL 2012SP 2012FL 2013SP0%
5%
10%
15%
20%
25%
16%
21%
17%
20%
17%
20%
22% 22%21%
23%
2% 2% 2%3% 3% 3%
5% 5% 5%4%
Percentage of Developmental Math Withdrawals
SEMESTER MODMATH
Weak Evidence
≠
Group experiences the program
Group does not experience the program
Differences in outcomes between these two groups of individuals could be the result of the types of individuals and/or the program.
“Motivated” Individual
“Unmotivated” Individual
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≈
Program Group Control Group
Differences in outcomes between program and control group individuals are a result of the program (not the types of people)
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Strong Evidence“Motivated” Individual
“Unmotivated” Individual(Random Assignment)
MOTIVATION FOR EVALUATION
2008FL 2009SP 2009FL 2010SP 2010FL 2011SP 2011FL 2012SP 2012FL 2013SP0%
5%
10%
15%
20%
25%
16%
21%
17%
20%
17%
20%
22% 22%21%
23%
2% 2% 2%3% 3% 3%
5% 5% 5%4%
Percentage of Developmental Math Withdrawals
SEMESTER MODMATH
Math Path at Pasadena City CollegeThe College• 2-year institution ~30,000 students• ~3,500 students/term in developmental math
History of Math Path Pilot created in 2006 to help STEM students get through
their developmental math requirements quickly• Program now serves all types of students (developmental and
college-ready) in all majors Although very demanding, both students and staff have
been very receptive to Math Path
What is Math Path?
• Two full courses compressed into one term; 8 weeks each
• Course meets 4x per week for 2.5 hours
• Some are paired with a 70 minute support course which also meets 4x week.
• Students, grouped into cohorts, support each other and participate in study sessions, tutoring, and social activities
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Math Path Video
“Immersion with Intensity and Intimacy” – Brock Kline, PCC
MDRC’s Evaluation
Randomized Control Trial • Study compares modularization or compression to traditional
math instruction, NOT to one another Study Cohorts
• ModMath: Spring 2014, Fall 2014, and Spring 2015• Math Path: Fall 2014 and Spring 2015
Data Sources• Transcript and enrollment data• Student and instructor surveys• Student and staff interviews• Classroom observations
Reports • 2016 & 2017
MDRC’s Evaluation
Implementation Study• What does it take to implement the ModMath or Math Path
acceleration strategy?• Was the program implemented as planned? • Do program group students get something different than control
groups? What? Impact Study
• What effect does the program have on students’ progress through and completion of the developmental math sequence?
• What progress to students, particularly at PCC make in non-math courses, as well?
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Questions?
What questions do you have about our evaluation?
What suggestions do you have for the inquiry?
Thank You
Alissa Gardenhire, PhDResearch [email protected]
For more information about MDRC’s Developmental Education Acceleration Project visit: http://www.mdrc.org/project/developmental-education-acceleration-project#featured_content
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