Learning Communities for Students in Developmental Math: Impact Studies at Queensborough and Houston Community Colleges. Executive Summary

Autor/inn/en	Weissman, Evan; Butcher, Kristin F.; Schneider, Emily; Teres, Jedediah; Collado, Herbert; Greenberg, David
Institution	National Center for Postsecondary Research (ED)
Titel	Learning Communities for Students in Developmental Math: Impact Studies at Queensborough and Houston Community Colleges. Executive Summary
Quelle	(2011), (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Community Colleges; Urban Schools; Educational Research; Developmental Studies Programs; Remedial Mathematics; Learning Activities; Discourse Communities; Academic Persistence; College Credits; Program Effectiveness; New York; Texas + Suchen Sie Ihr Suchwort? Community college; Community College; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Bildungsforschung; Pädagogische Forschung; Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium; Lernaktivität; College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung
Abstract	Queensborough Community College and Houston Community College are two large, urban institutions that offer learning communities for their developmental math students, with the goals of accelerating students' progress through the math sequence and of helping them to perform better in college and ultimately earn degrees or certificates. They are two of six colleges participating in the National Center for Postsecondary Research's Learning Communities Demonstration, in which random assignment evaluations are being used to determine the effects of learning communities. At Queensborough, classes in all levels of developmental math were linked primarily with college-level classes, and at Houston, the lowest level of developmental math was linked with the college's student success class, designed to prepare students for the demands of college. A total of 1,034 students at Queensborough and 1,273 students at Houston entered the study between 2007 and 2009. The key findings presented in this report are: (1) Both Queensborough and Houston began by implementing a basic model of a one-semester developmental math learning community; (2) Learning community students attempted and passed their developmental math class at higher rates at both colleges; (3) In the semesters following students' participation in the program, impacts on developmental math progress were far less evident; and (4) On average, neither college's learning communities program had an impact on persistence in college or cumulative credits earned. With these results, a pattern is beginning to emerge in the experimental research on learning communities: Linked classes can have an impact on students' achievement during the program semester, but this effect diminishes over time. However, a fuller understanding will be gained as findings are released from the remaining three colleges in the demonstration. A final project synthesis report, including further follow-up, will be published in 2012. (Contains 2 figures and 2 footnotes.) [This paper was written with Rashida Welbeck. For the main report, see ED516646.] (ERIC).
Anmerkungen	National Center for Postsecondary Research. Teachers College, Columbia University, Box 174, 525 West 120th Street, New York, NY 10027. Tel: 212-678-3091; Fax: 212-678-3699; e-mail: ncpr@columbia.edu; Web site: http://www.postsecondaryresearch.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10