Success rates varied substantially across and within institutions, with within-institution section variability slightly less than between-institution variability¶

Claim · All claims
Evidence · 1 study · design r2 · q2
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2024: baselines and conditions change

Subclaims¶

q2 i? At the two multi-section institutions, section-level standard deviations were 13 percent (Quantway, range 65–100 percent) and 19 percent (Statway, range 18–78 percent), slightly less than the between-institution standard deviation of 20 percent. → Strother 2019

Evidence¶

Strother 2019¶

Strother, S., & Klipple, K. (2019). Corequisite remediation in math: A review of first-year implementation and outcomes of Quantway and Statway. San Francisco, CA: WestEd. https://carnegiemathpathways.org/reports/

q2 · i? · design · r2

Descriptive analysis of section-level success rates at Institutions A and D, the only institutions with multiple sections, based on the faculty-reported grade data for all enrolled students. The report prints the standard deviations of "13 percent and 19 percent" within institutions and "20 percent" between institutions. No inferential test is printed.

"the variability within each institution (standard deviations of 13 percent and 19 percent, respectively) was slightly less than the variability between institutions (standard deviation of 20 percent)."

Discussion¶

Related Claims¶

• In their first year, 65.1% of the 410 students in Quantway and Statway College with Corequisite earned a grade of C or better and college-level math credit in a single term — related
• First-year success rates differed by pathway: 79 percent overall for Quantway College with Corequisite versus 54 percent overall for Statway College with Corequisite — related
• Higher total contact hours for the paired courses were associated with higher institutional success rates (4 hours: 39%; 5 hours: 61%; 6 hours: 67%) — related