New Orleans, Louisiana
June 26, 2016
June 26, 2016
August 28, 2016
We are conducting two interventions aimed at improving entering students’ college readiness and mathematics placement. The small-scale intervention is aimed at working with students on the university campus. Students who are targeted have high school course work indicating that they have experience in Calculus or Pre-Calculus courses, but whose placement tests have not indicated they are ready for Calculus. At our institution this is a significant number of students and the goal of the project is to develop methods to address and accelerate students in this category. The course design, to take advantage of the students’ prior experience, emphasizes practice and mastery using a commercial software . The large-scale intervention is a high school course developed by [Author1] for local high schools. Students who have completed their high school mathematics course work but who have not achieved the state’s college readiness standard  are targeted. The students in the course have had experience in their high school classes in all of the concepts in the state standard, but have not had the chance to practice and master the material. The course we have developed emphasizes practice and mastery like the small-scale one, but participating school districts could not afford the commercial software. Thus we have built a course around the WebWork software  that is available through a free and open license.
 Assessment and Learning in Knowledge Spaces, https://www.aleks.com/ , McGraw Hill.  [State] College and Career Readiness Standard and Assessment  WebWork Homework Software, http://webwork.maa.org/ , Mathematical Association of America.
Pierce, V. U., & Kypuros, J. A., & Mills, S. J. (2016, June), Small-Scale and Large-Scale Interventions to Improve Texas Students' College Readiness Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.27344
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