Few students had experienced accelerated developmental education, but participants who had were positive and many others viewed it as a better option than traditional sequences¶

Claim · All claims
Evidence · 1 study · qualitative r3 · q2
Currency · newest study 2012 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Participants enrolled in accelerated developmental education courses were positive about the experience, and many who had not participated thought it would be a better option than a traditional sequence. → Nodine 2012

Evidence¶

Nodine 2012¶

Nodine, T., Jaeger, L., Venezia, A., and Bracco, K. R., with research support from Public Agenda. (2012). Connection by Design: Students' Perceptions of Their Community College Experiences. San Francisco, CA: WestEd. https://eric.ed.gov/?id=ED541651

q2 · i? · qualitative · r3

Among focus group participants discussing developmental education, few had enrolled in accelerated offerings: "Few focus group participants had enrolled in an accelerated course, but those who had were positive about the experience." One current student in fast-track courses credited the pace and instructor connection, and many who had not participated thought acceleration would be a better option than a traditional developmental education sequence.

"Few focus group participants had enrolled in an accelerated course, but those who had were positive about the experience."

Discussion¶

Related Claims¶

• Carnegie Math Pathways students earned college-level math credits at three to four times the rate of peers in traditional sequences and graduated at double the rate — related