The newest issue of The Chronicle of Higher Education’s Teaching Newsletter contains information about math reform and our CUNY project, funded by the Teagle Foundation, known as PRIME (Project for Relevant and Improved Mathematics Education). The goal of PRIME is to streamline and align the quantitative curricula at three CUNY community colleges (BMCC, GCC, and HCC), from remedial math through and including introductory college-level courses that require quantitative skills. Please see: http://bit.ly/2smEuNu.
My article with Mari Watanabe-Rose and Daniel Douglas on how to help students assessed as needing math remediation was named one of Education Next‘s top 20 articles for 2017.
Three-year follow-up data from our randomized controlled trial show that students assessed as needing remedial math but assigned to college-level statistics instead (with extra support) graduate at a higher rate (25%) than students who take traditional remedial math (17%), as reported at the ASHE 2017 conference and in the dy/dan (Dan Meyer’s) blog. The results do not differ in accordance with students’ race/ethnicity.
Inside Higher Ed has published an article on Minnesota’s challenges in facilitating credit transfer among its higher ed institutions, with several quotes from me based on my experience with the Pathways initiative at The City University of New York.
The Evolllution has published an excerpt from the epilogue to my new book, Pathways to Reform: Credits and Conflict at The City University of New York (Princeton University Press). The excerpt is at: http://bit.ly/2yDQiwR. For further info on the book, see the “New Book…” tab on this website’s home page.
Inside Higher Ed has published a Q&A about my new book on credit transfer and higher education reform: Pathways to Reform: Credits and Conflict at The City University of New York (Princeton University Press). Further info on the book is at the “New Book…” tab on this website’s home page.
Education Next has published an excerpt from the intro to my new book, Pathways to Reform: Credits and Conflict at The City University of New York (Princeton University Press). The excerpt is at: http://bit.ly/2h1kjiF. For further info on the book, see the “New Book…” tab on this website’s home page.
My new article published in The Evolllution: http://bit.ly/2rUI1wJ
On why all faculty, not just math faculty, should care about what is going on with traditional remedial math: http://bit.ly/2pOkT6Q
The Managing Editor of Educational Evaluation and Policy Analysis has announced that Logue, Watanabe-Rose, & Douglas’s paper, on a randomized controlled trial of a successful alternative to math remediation, was the #1 most read paper in EEPA for 2016. The paper is at: http://bit.ly/2mKv9Y4