After four semesters in college, 60 percent had, compared to 37 percent of students placed in the remedial
elementary algebra class and 33 percent of students who took remedial elementary algebra with workshops (Figure 3).
Panitz uses this activity to introduce solving equations in
elementary algebra classes.
In addition, all remedial
elementary algebra classes in the experiment covered standard topics and used a common final exam and final grade rubric.
Not exact matches
By the end of Spring 2015, three semesters after the experiment's end, just 37 percent of remedial
elementary algebra students had passed a college - level quantitative
class, which is required for graduation, compared to 60 percent of students placed directly into statistics.
In the fall of 2013, the researchers randomly assigned 907 freshman students assessed as needing math remediation into one of three groups: traditional remedial
elementary algebra; the same
algebra course with an additional two - hour weekly workshop; or a college - level statistics
class with an additional two - hour weekly workshop.
Incoming students assessed as needing remediation were randomly assigned to one of three course types: traditional remedial
elementary algebra; the same
algebra course with an additional two - hour weekly workshop; or a college - level statistics
class with an additional two - hour weekly workshop.
More than one - third of students placed in remedial
elementary algebra — with or without workshops — still had not passed that
class by the end of their second year of college.
Some entering students who ordinarily would have been assigned to a remedial
elementary -
algebra class were placed instead in a college - level statistics course and provided with extra academic support.
Any participant who did not pass his or her
class had to re-enroll in traditional remedial
elementary algebra and pass it before taking any college - level quantitative courses.