90-Day Cycle: Exploration of Math Intensives as a Strategy to Move More Community College Students out of Developmental Math Courses

Autor/inn/en	Sherer, Jennifer Zoltners; Grunow, Alicia
Institution	Carnegie Foundation for the Advancement of Teaching
Titel	90-Day Cycle: Exploration of Math Intensives as a Strategy to Move More Community College Students out of Developmental Math Courses
Quelle	(2010), (63 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Remedial Mathematics; Community Colleges; Two Year College Students; Instructional Innovation; Intervention; Summer Programs; Acceleration (Education); Costs; Program Costs; Program Effectiveness; Remedial Programs; California; Colorado; Florida; Illinois; Maryland; New York; Texas + Suchen Sie Ihr Suchwort? Community college; Community College; Educational Innovation; Bildungsinnovation; Sommerkurs; Acceleration; Beschleunigung; Cost; Kosten; Förderprogramm; Kalifornien
Abstract	The authors prepared this report after exploring programs using a 90-day cycle process borrowed from the Institute for Healthcare Improvement (IHI). The IHI 90-day cycle scans activity in the field as a "quick way to research innovative ideas and assess their potential for advancing quality improvement". The goal was to "get under the hood" of these intensive math interventions in order to identify program specifics, synthesize evidence regarding their efficacy and costs and elicit deeper understanding of the cause-effect logic of their design. Overall, the programs described in this report have employed a variety of innovative strategies to improve student outcomes in developmental math. Although these intensive programs are targeted at students with developmental math needs, they often support more than just math. They help students learn about college support systems, teach study skills and serve as opportunities for students to build relationships with peers, mentors and faculty. One of the most intriguing elements common to many of these programs was their use as an on ramp; carefully designing transitions between high school and college. The attention paid to the problem of transition across many programs and contexts suggests further exploration into how these "transitions" can be effectively executed. As a group, the interventions are characterized more by variation than similarity. Even within interventions that went by the same name, the team encountered differences both in how they were structured and in the elements of their design. In other words, the scan produced evidence that these programs are more a set of "local solutions" than a "class of intervention" that is currently well enough understood to be leveraged at scale. Assessing the potential of any one of these localized programs to scale to other contexts will require instrumentation of key elements, implementation in multiple contexts, and common measures of effectiveness. Appended are: (1) Placement Test Information; (2) Carnegie's Seven Core Evaluative Questions; (3) Frameworks that Influenced Our Work; (4) Framework for Understanding and Improving K-12 Education Systems; (5) Additional Data Collected about Math Intensive Programs; (6) Distribution of developmental math students, by race/ethnicity; and (7) Referral, reenrollment, and completion in developmental education sequences in community colleges. (Contains 9 tables, 2 figures and 17 endnotes.) (ERIC).
Anmerkungen	Carnegie Foundation for the Advancement of Teaching. 51 Vista Lane, Stanford, CA 94305. Tel: 650-566-5102; Fax: 650-326-0278; e-mail: publications@carnegiefoundation.org; Web site: http://www.carnegiefoundation.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10