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Changing the Equation (CTE)

The following chart summarizes the outcomes achieved by the Changing the Equation program in five dimensions.

  1. Comparative Student Learning Outcomes. Student learning outcomes in the traditional and redesigned formats of the courses were measured by comparing performance on common final examinations, common exam items and/or gains on pre- and post-tests.

  2. Comparative Course Completion Rates. Course completion rates in the traditional and redesigned formats of the courses were measured by comparing final course grades of C or better.

  3. Comparative Course Completion Rates including Making Progress Grades. 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" in the Project Outcomes and Lessons Learned Report for an extended explanation of why course-by-course completion rates are not a true measure of the success or lack of success of the program and the inclusion of Making Progress grades (which equate to a traditional C grade) gives a better picture of the program results to date.

  4. Comparative Costs of Offering Developmental Math. The cost of offering the course sequences in both formats was measured by comparing annual operating costs between traditional and redesigned formats after the redesign was complete. The percentages shown reflect the reduction in the cost-per-student (total cost of offering the course sequence/total number of students enrolled) after the first year of fully implementing the redesign.

    Please see http://www.theNCAT.org/Mathematics/CTE/CTE_Savings.html for a more detailed explanation of the comparative cost methodology, the differences in the projected vs. actual cost savings by institution as well as the actual cost-per-student dollar savings by institution.

  5. Sustainability. Each project was asked, Will the redesign be sustained now that the grant period is over? All projects answered, yes—which is a strong indicator of the confidence of each project in the redesign methodology regardless of the differences in early results.
  Learning Outcomes Completion C or Better Completion C or Better +MP Cost-per-
Student
Savings
Will Be
Sustained
           
Bowling Green Technical College       27%  
  Pre-Algebra Higher* Higher Higher   Yes
  Basic Algebra Higher Lower* Higher   Yes
Cecil College       19%  
  Prealgebra Higher* Lower  Higher*   Yes
  Introductory Algebra Higher* Higher Higher*   Yes
  Intermediate Algebra Higher* Lower Higher*   Yes
Cochise College        13%  
  Fundamentals of Math Higher Higher Higher*   Yes
  Elementary Algebra Higher Higher* Higher*   Yes
  Intermediate Algebra Lower  Higher Higher   Yes
College of Central Florida         26%  
  College Prep Math Higher* NA NA   Yes
  College Prep Algebra Higher* NA NA   Yes
Cossatot Community College       19%  
  Essentials of Mathematics  No Sig Diff Lower  Higher   Yes
  Introductory Algebra Higher* Lower  Higher*   Yes
  Intermediate Algebra No Sig Diff Lower  Higher   Yes
Cumberland County College       18%  
   Basic Math  Higher* NA NA   Yes
   Developmental Algebra Higher* NA NA   Yes
Dakota College at Bottineau       31%  
  Beginning Algebra No Sig Diff Higher No MP     Yes
  Intermediate Algebra No Sig Diff Lower* No MP   Yes
Genesee Community College       17%  
   Basic Math Skills Higher* Lower* Lower*   Yes
   Algebra I Higher* Lower* Lower*   Yes
Guilford Technical Community College          
  Essential Mathematics Higher* Lower Higher* 20% Yes
  Introductory Algebra Higher* No Sig Diff No Sig Diff   Yes
  Intermediate Algebra Higher* Lower* Higher   Yes
Hazard Community & Technical College       18%  
   Developmental Math 1 Higher* Lower* Higher*   Yes
   Developmental Math 2 Higher* Lower* Higher*   Yes
Heartland Community College       7%  
   Fundamentals of Math Higher* NA NA   Yes
   Beginning Algebra Higher* NA NA   Yes
   Intermediate Alg for Bus & Soc Science Higher* NA NA   Yes
   Intermediate Algebra for Math & Science Higher* NA NA   Yes
Henderson Community College       -11%  
  Pre-Algebra Higher* Lower  Lower*   Yes
  Basic Algebra with Measurement Higher* Lower  Higher*   Yes
Iowa Western Community College       13%  
  Basic Math Higher* NA NA   Yes
  Pre-Algebra Higher* NA NA   Yes
  Elementary Algebra I Higher* NA NA   Yes
  Elementary Algebra II Higher* NA NA   Yes
Laramie County Community College       5%  
  Pre-Algebra Higher* Lower* No MP   Yes
  Elementary Algebra Higher* Lower No MP   Yes
  Intermediate Algebra Higher* Lower* No MP   Yes
Leeward Community College       10%  
  Whole Number Operations Higher Higher Higher   Yes
  Essential Mathematics for Algebra Higher* Higher* Higher*   Yes
  Accelerated Algebraic Foundations Higher* Higher* Higher*   Yes
Lurleen B. Wallace Community College       54%  
  Basic Mathematics Higher* Lower* No Sig Diff   Yes
  Elementary Algebra Higher* Lower* Higher*   Yes
  Intermediate Algebra Higher* Lower* No MP   Yes
Manchester Community College       35%  
  Prealgebra Higher* Higher Lower   Yes
  Elementary Algebra Higher* No Sig Diff Higher   Yes
Miami Dade College       9%  
  Arithmetic No Sig Diff Insuff Data No MP   Yes
  Introductory Algebra Higher* No Sig Diff No MP   Yes
  Intermediate Algebra Higher* Lower* No MP   Yes
Mid-State Technical College       36%  
  Math Prep No Sig Diff Higher Higher   Yes
  Pre-Algebra Higher* Lower  Higher   Yes
Mountwest Community & Tech College       19%  
   Basic Math Higher* NA NA   Yes
   Algebra I Higher* NA NA   Yes
Nashville State Community College       16%  
  Basic Math Higher* NA NA   Yes
  Elementary Algebra Higher* NA NA   Yes
  Intermediate Algebra Higher* NA NA   Yes
Northern Virginia Community College       8%  
  Arithmetic Higher* NA NA   Yes
  Algebra I Higher* NA NA   Yes
  Algebra II Higher* NA NA   Yes
Northwest-Shoals Community College       7%  
  Basic Mathematics Higher* No Sig Diff Higher   Yes
  Elementary Algebra Higher* Higher* Higher*   Yes
  Intermediate Algebra Higher* Higher Higher*   Yes
Oakton Community College       9%  
  Prealgebra Higher* Lower* Lower*   Yes
  Elementary Algebra Higher* Lower No Sig Diff   Yes
  Elementary Plane Geometry Higher* Higher No Sig Diff   Yes
  Intermediate Algebra Higher* Higher* Higher*   Yes
Pearl River Community College       33%  
  Fundamentals of Mathematics Higher* No Sig Diff Higher   Yes
  Beginning Algebra Higher* Higher Higher*   Yes
  Intermediate Algebra Higher* Lower Higher*   Yes
Robeson Community College       28%  
  Essential Mathematics Higher* Lower Higher   Yes
  Introductory Algebra Higher* Lower* Higher*   Yes
  Intermediate Algebra Insuff Data Insuff Data Insuff Data   Yes
Somerset Community College       6%  
  Pre-Algebra Higher* Lower* Higher   Yes
  Basic Algebra Higher* Lower* Higher*   Yes
Stark State College       25%  
  College Math Higher* Lower ^ No MP   Yes
  Introduction to Algebra Higher* Higher* ^ No MP    Yes
  Intermediate Algebra Higher* Higher ^ No MP   Yes
Volunteer State Community College       28%  
  Basic Mathematics Higher* NA NA   Yes
  Elementary Algebra Higher* NA NA   Yes
  Intermediate Algebra No Sig Diff NA NA   Yes
Washington State Community College       40%  
  Basic Math/Prealgebra Higher* Lower* Lower    Yes
  Elementary Algebra Higher Lower* Lower    Yes
  Intermediate Algebra Higher* Higher Higher*   Yes
West Kentucky Comm & Tech College       4%  
  Pre-Algebra Insuff Data Lower* Lower*   Yes
  Basic Algebra with Measurement Higher* Lower* Lower*   Yes
West Virginia University at Parkersburg       11%  
  Basic Arithmetic Higher* Lower  Higher   Yes
  Elementary Algebra Higher* Higher Higher   Yes
 
Average Cost Reduction          20%  
 
*Difference is significant at the 95% confidence level or beyond.      
NA = completion cannot be calculated due to collapse of multiple courses into one   
^ Stark State comparison is A/B rather than C or better       

The results are summarized as higher* (learning outcomes/completion rates were significantly higher in the redesign at the 95 confidence level or beyond), higher (learning outcomes/ completion rates were higher in the redesign), no significant difference (there was no statistically significant difference in learning outcomes/completion rates in the traditional and redesigned formats), lower (learning outcomes/completion rates were lower in the redesign), lower* (learning outcomes/completion rates were significantly lower in the redesign at the 95 confidence level or beyond), insufficient data (the student sample size was too small to make a valid comparison and/or data were not collected for a variety of reasons) and NA (completion rates could not be calculated due to collapse of multiple courses into one.) 

Further detail about the outcomes of Changing the Equation as a whole are included in the report, Project Outcomes and Lessons Learned, and in the individual case studies listed at http://www.theNCAT.org/Mathematics/CTE/CTEInstitutions%20(rev).html.

 

 

 

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