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Redesigning Developmental Math

Examples of the Impact of Redesign on Student Completion Rates

Final Grades of C or Better (plus MP if *ed)
Institution Course Traditional Redesign
Bowling Green Technical College*  Pre-Algebra 60% 65%
  Basic Algebra 56% 69%
Cleveland State Community College Basic Math    50% 65%
  Elementary Algebra 50% 69%
  Intermediate Algebra 57% 74%
Cochise College* Fundamentals of Math 57% 64%
  Elementary Algebra 54% 71%
  Intermediate Algebra 54% 59%
Cossatot Community College* Essential Mathematics 66% 71%
  Introductory Algebra 56% 76%
  Intermediate Algebra 67% 75%
Guilford Technical Community College* Essential Mathematics 57% 67%
  Introductory Algebra 55% 56%
  Intermediate Algebra 45% 50%
Jackson State Community College  Basic Math    41% 59%
  Elementary Algebra 41% 59%
  Intermediate Algebra 41% 59%
Leeward Community College* Pre-Algebra 75% 80%
  Algebra 66% 78%
Lurleen B. Wallace Community College* Elementary Algebra 53% 65%
Manchester Community College* Prealgebra 61% 66%
Mississippi Valley State University Intermediate Algebra 36% 49%
Northwest-Shoals Community College* Basic Math    58% 62%
  Elementary Algebra 52% 64%
  Intermediate Algebra 51% 61%
Oakton Commuity College* Prealgebra 40% 50%
  Elementary Algebra 53% 59%
  Plane Geometry 63% 70%
  Intermediate Algebra 69% 75%
Pearl River Community College* Beginning Algebra 38% 51%
  Intermediate Algebra 48% 65%
Robeson Community College* Essential Mathematics 48% 51%
  Introductory Algebra 48% 65%
Santa Fe College Intermediate Algebra 59% 78%
Somerset Community College* Pre-Algebra 57% 81%
  Basic Algebra 55% 63%
University of Alabama Intermediate Algebra 40% 78%
University of Central Missouri Intermediate Algebra 68% 85%
University of Idaho Algebra 59% 74%
  Intermediate Algebra 59% 75%
  Pre-Calculus 68% 75%
Wayne State University  Beginning Algebra  36% 43%
West Virginia University at Parkersburg Basic Arithmetic 59% 60%
  Elementary Algebra 46% 55%
   

*Course completion rates in the traditional and redesigned formats of the courses were measured by comparing final course grades of C or better in the traditional format to final course grades of C or better plus Making Progress grades. Please see "Improved Course Completion: Making Progress Grades" for an extended explanation of why Making Progress grades (which equate to a traditional C grade) are included.

 

 

Table of Contents

Introduction
I. Essential Elements
II. Improving Essentials
III. Getting Ready
IV. The Lab
V. Course Policy Decisions
VI. Instructional Costs
VII. Learning Assessment
VIII. Completion Rates
IX. Faculty Concerns
X, Student Participation
XI. Planning/Implementing
XII. A Written Plan
XIII. Consensus

Bibliography

Appendices:
Assessment Planning
Assessment Reporting
Completion Reporting
Cost Planning Tool (CPT)
CPT Instructions
Scope of Effort Worksheet
Scope of Effort Instructions
Student Learning Results
Completion Results
Cost Reduction Results