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dc.contributor.authorBishop, Tammy J. ( )
dc.contributor.authorMartirosyan, Nara ( Orcid Icon 0000-0001-6120-6545 )
dc.contributor.authorSaxon, D. Patrick ( )
dc.contributor.authorLane, Forrest ( )
dc.date.accessioned2019-03-14T19:16:48Z
dc.date.available2019-03-14T19:16:48Z
dc.date.issued2018-02
dc.identifier.citationBishop, T. J., Martirosyan, N., Saxon, D. P., & Lane, F. (2018). The Effect of Acceleration on Subsequent Course Success Rates Based on the North Carolina Developmental Mathematics Redesign. Journal of College Academic Support Programs, 1(1), pp. 42-47.
dc.identifier.urihttps://digital.library.txstate.edu/handle/10877/7915
dc.description.abstractRecent trends in developmental education (DE) include the reduction of time spent in DE courses, which includes the acceleration of the course content. In 2011, the North Carolina Community College System redesigned all DE mathematics courses using this trend of acceleration. This study looks at the subsequent gateway mathematics course success rates for students who took the course in the traditional 16-week semester format and in the new 4-week accelerated modular format. The results of this study showed that there was no difference in the success rates of the two formats. The researchers concluded that acceleration of courses does not affect the subsequent course success rates.en_US
dc.formatText
dc.format.extent6 pages
dc.format.medium1 file (.pdf)
dc.language.isoenen_US
dc.publisherTexas State University, The Education Instituteen_US
dc.sourceJournal of College Academic Support Programs, Spring 2018, Vol. 1, No. 1, pp. 42-47.
dc.subjectEducationen_US
dc.subjectDevelopmental educationen_US
dc.subjectMathematics coursesen_US
dc.subjectAcademic achievementen_US
dc.subjectNorth Carolina Community College Systemen_US
dc.titleThe Effect of Acceleration on Subsequent Course Success Rates Based on the North Carolina Developmental Mathematics Redesignen_US
dc.typepublishedVersion
txstate.documenttypeArticle


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