The Effect of Acceleration on Subsequent Course Success Rates Based on the North Carolina Developmental Mathematics Redesign
Keywords:
education, developmental education, mathematics courses, academic achievement, North Carolina Community College SystemAbstract
DOI: https://doi.org/10.36896/1.1fa5
Recent 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.
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