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
Concerning our work on a successful alternative to math remediation published in Education Next: http://educationnext.org/reforming-remediation-college-students-mainstreamed-success-cuny/
List of Articles and Other Media Coverage About:
Logue, A. W., Watanabe-Rose, M., and Douglas, D. (2016). Should students assessed as needing remedial mathematics take college-level quantitative courses instead? A randomized controlled trial. Educational Evaluation and Policy Analysis, 38, 578-598. PDF available at: http://journals.sagepub.com/doi/pdf/10.3102/0162373716649056 . Open access version available at: http://academicworks.cuny.edu/cgi/viewcontent.cgi?article=1263&context=gc_pubs