In a propensity-score-matched QED, DCMP students passed college-level math at much higher rates than a two-to-three-semester sequence comparison¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i3 large
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 In the Schudde & Keisler (2019) quasi-experimental design (9,752 students), DCMP students were far more likely than students in a two-to-three-semester developmental sequence to ever pass a college-level math class (70.20% vs. 34.20%, effect size 0.92) and earned more cumulative college-level credits after three years (32.75 vs. 26.88, effect size 0.25). → schudde-keisler-qed

Evidence¶

schudde-keisler-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 · i3 · causal · r2

Quasi-experimental design using propensity score matching across 20 Texas community colleges implementing DCMP in fall 2014; main analytic sample compared 484 DCMP students with 9,268 comparison students; effect size 0.92, p < .01.

"Ever passed college-level math class (%) (Schudde & Keisler, 2019)b DCMP vs. Two-to-three semester sequence 9,752 70.20 34.20 36.00 0.92 +32 <.01"

Discussion¶

Related Claims¶

• 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 — related
• DCMP's effect on overall college credits earned was not statistically significant in the RCT — related
• DCMP has positive effects on progressing in developmental education, based on three studies meeting WWC standards — a broader claim this one bears on
• DCMP has positive effects on progressing in college, based on two studies meeting WWC standards — related
• In an RCT, DCMP significantly increased completion of the developmental math sequence and passing of college-level math — related
• 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
• The CATALST simulation-based statistics course achieved a high pass rate comparable to or better than the traditional course at the same institution — related
• The evaluation assesses SMDEP impacts on college graduation and medical or dental school matriculation using propensity score matching — related
• First-year corequisite success rates exceeded those of the traditional developmental math sequence, which the report attributes to prior research showing 20 percent earning college-level math credit within three years and 6 percent within one year — related