The Effect of Acceleration on Subsequent Course Success Rates Based on the North Carolina Developmental Mathematics Redesign

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dc.contributor.authorBishop, Tammy J.
dc.contributor.authorMartirosyan, Nara
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.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.
dc.formatText
dc.format.extent6 pages
dc.format.medium1 file (.pdf)
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.issn2577-9990
dc.identifier.urihttps://hdl.handle.net/10877/7915
dc.language.isoen
dc.publisherTexas State University, The Education Institute
dc.sourceJournal of College Academic Support Programs, Spring 2018, Vol. 1, No. 1, pp. 42-47.
dc.subjecteducation
dc.subjectdevelopmental education
dc.subjectmathematics courses
dc.subjectacademic achievement
dc.subjectNorth Carolina Community College System
dc.titleThe Effect of Acceleration on Subsequent Course Success Rates Based on the North Carolina Developmental Mathematics Redesign
dc.typeArticle

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