In a cluster QED across two cohorts, DCMP increased the share of students ever passing a college-level math class by the end of the second semester¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i2 medium
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i2 In the Schudde & Meiselman (2019) cluster quasi-experimental design (34,849 students), DCMP students were more likely than business-as-usual students to ever pass a college-level math class by the end of the second semester (22.00% vs. 14.00%, effect size 0.33). → schudde-meiselman-qed

Evidence¶

schudde-meiselman-qed¶

What Works Clearinghouse, Institute of Education Sciences, U.S. Department of Education. (2021, June). Dana Center Mathematics Pathways. https://ies.ed.gov/ncee/wwc/InterventionReport/718.

q3 · i2 · causal · r2

Cluster QED with two cohorts of community college students taking developmental math in fall 2015 (24 colleges) or fall 2016 (27 colleges) in Texas; effect size 0.33, p < .01, improvement index +13.

"Ever passed college-level math class (%) (Schudde & Meiselman, 2019)c Full sample: 2 cohorts 34,849 22.00 14.00 8.00 0.33 +13 <.01"

Discussion¶

Related Claims¶

• In a propensity-score-matched QED, DCMP students passed college-level math at much higher rates than a two-to-three-semester sequence comparison — related
• In an RCT, DCMP significantly increased completion of the developmental math sequence and passing of college-level math — related
• DCMP has positive effects on progressing in college, based on two studies meeting WWC standards — a broader claim this one bears on
• DCMP has positive effects on progressing in developmental education, based on three studies meeting WWC standards — related
• Developmental education is a major loss point: 60 percent of community college students are referred to developmental education but only 30 percent ever take subsequent college-level courses — related