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Should Students Assessed As Needing Remedial Mathematics Take College-Level Quantitative Courses Instead? A Randomized Controlled Trial, Alexandra W. Logue, Mari Watanabe, Daniel Douglas
Should Students Assessed As Needing Remedial Mathematics Take College-Level Quantitative Courses Instead? A Randomized Controlled Trial, Alexandra W. Logue, Mari Watanabe, Daniel Douglas
Publications and Research
Many college students never take, or do not pass, required remedial mathematics courses theorized to increase college-level performance. Some colleges and states are therefore instituting policies allowing students to take college-level courses without first taking remedial courses. However, no experiments have compared the effectiveness of these approaches, and other data are mixed. We randomly assigned 907 students to (a) remedial elementary algebra, (b) that course with workshops, or (c) college-level statistics with workshops (corequisite remediation). Students assigned to statistics passed at a rate 16 percentage points higher than those assigned to algebra (p
Should Students Assessed As Needing Remedial Mathematics Take College-Level Quantitative Courses Instead? A Randomized Controlled Trial, Alexandra W. Logue, Mari Watanabe-Rose, Daniel Douglas
Should Students Assessed As Needing Remedial Mathematics Take College-Level Quantitative Courses Instead? A Randomized Controlled Trial, Alexandra W. Logue, Mari Watanabe-Rose, Daniel Douglas
Publications and Research
This data set is for Should Students Assessed as Needing Remedial Mathematics Take College-Level Quantitative Courses Instead? A Randomized Controlled Trial (Logue, Watanabe-Rose, & Douglas, 2016).