加快开发教育课程和早期大学里程碑之间的关系:检查改革数学路径中的大学势头
Lauren Schudde1, Katherine Keisler1
1University of Texas at Austin.
概括
加速数学课程帮助社区大学的学生取得成功. 这种模式改善了大学准备和学分积累,提高了学生的坚持和一年内完成率.
科学领域:
- 教育教育教育教育教育教育.
- 数学教育教育 数学教育
- 高等教育政策 高等教育政策
背景情况:
- 超过50%的社区大学学生缺乏为大学做好准备的数学技能.
- 传统的发展性教育 (dev-ed) 的学生进步率很低.
- Dev-ed旨在弥合大学水平数学水平之间的差距.
研究的目的:
- 为了评估一个加速发育数学课程模型.
- 评估模型对一到三年内大学里程碑的影响.
- 为了将加速模型与传统的开发教育数学途径进行比较.
主要方法:
- 利用了德克萨斯州社区学院的数据.
- 采用倾向性得分匹配方法进行可靠的比较.
- 在关键学术里程碑上跟踪学生的进步.
主要成果:
- 加速模型中的学生在第一年表现出更高的坚持和学分积累.
- 加速模型显示,与大学数学成绩有积极的关联.
- 在模型和三年后的大学学分总数之间发现了显著的积极关系.
结论:
- 加快的发育数学模型可以提高学生在大学的成功.
- 这种方法改善了关键的里程碑,如持久性和信贷积累.
- 通过数学课程的更快进步与更高的整体学术成绩有关.
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