FOCUS Intervention students were significantly less likely to withdraw from College Algebra than a baseline comparison group (OR = 0.22, a large effect)¶

Claim · All claims
Evidence · 1 study · causal r1 · q2 · i3 large
Currency · newest study 2014 · checked against its sources 2026-11-02 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i3 In a quasi-experimental comparison, FOCUS Intervention students withdrew from College Algebra at lower rates than baseline comparison students, with a large odds-ratio effect (0.22). → Mireles 2014

Evidence¶

Mireles 2014¶

Mireles, S. V., Acee, T. W., & Gerber, L. N. (2014). FOCUS: Sustainable Mathematics Successes. Journal of Developmental Education, 38(1). https://eric.ed.gov/?id=EJ1071436

q2 · i3 · causal · r1

Between-subjects quasi-experimental design comparing FOCUS students (N = 127) with a baseline comparison group (N = 1994) of prior-year developmental-placed students. Binary logistic regression with bootstrapping (2,000 samples) controlling for age, gender, and ethnicity found 6.3% versus 16.4% withdrawal and an intervention odds ratio of 0.22, which the authors call large.

"Because the intervention group was less likely to withdraw from the course, the odds ratio for the intervention effect (0.22) is less than 1. This odds ratio is also large; a rule of thumb for interpreting the size of odds ratios is: when less than one (small = .67, medium = .40, large = .23)"

Discussion¶

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