Not exact matches
In a new article for Education Next, Alexandra Logue and Mari Watanabe - Rose of City University of New York and Daniel Douglas of Rutgers University present evidence showing that if students assessed as needing remedial
elementary algebra are instead placed directly into a college - level statistics
course with additional support, they are more likely to pass their initial college - level quantitative
course and, after three semesters, more likely to have completed college - level credits than are students placed in remedial
algebra courses.
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.
Each of the study's 12 full - time instructors (four at each campus) taught one section of each of the three
course types, following a common syllabus for the
course (common across each college for statistics, and across CUNY for remedial
elementary algebra).
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.
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.
To earn the Governor's Award for Educational Excellence, schools and school divisions must meet all state and federal achievement benchmarks and achieve all applicable excellence goals for
elementary reading, enrollment in
Algebra I by the eighth grade, enrollment in college - level
courses, high school graduation, attainment of advanced diplomas, increased attainment of career and industry certifications, and, if applicable, participation in the Virginia Preschool Initiative.
Klein says there should be a filter to get into this
course, to ensure that would - be teachers already have fluency in arithmetic and
elementary algebra procedures before enrolling.
To qualify for the Governor's Award for Educational Excellence, schools and school divisions must meet all state and federal achievement benchmarks for at least two consecutive years and achieve applicable excellence goals for
elementary reading, enrollment in
Algebra I by the eighth grade, enrollment in college - level
courses, high school graduation, attainment of advanced diplomas, increased attainment of career and industry certifications, and participation in the Virginia Preschool Initiative.
To qualify for the Governor's Award for Educational Excellence, schools and school divisions must meet all state and federal achievement benchmarks for at least two consecutive years and meet Governor Kaine's goals for achievement in
elementary reading; enrollment in
Algebra I by grade 8; enrollment in college - level
courses; attainment of advanced diplomas and career and industry certifications; and participation, if eligible, in the Virginia Preschool Initiative.
Students could enroll in intermediate
algebra, college
algebra, and
elementary statistics
courses online and only show up on campus for exams.
A college
course in basic math or
elementary algebra can aid in improving your basic math skills.