More Graduates With Corequisite Math Remediation

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.

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