{"id":3313,"date":"2019-11-21T05:58:13","date_gmt":"2019-11-21T10:58:13","guid":{"rendered":"https:\/\/postsecondaryreadiness.org\/dev\/?p=3313"},"modified":"2019-11-20T16:13:46","modified_gmt":"2019-11-20T21:13:46","slug":"dcmp-final-press-release","status":"publish","type":"post","link":"https:\/\/postsecondaryreadiness.org\/dev\/dcmp-final-press-release\/","title":{"rendered":"Dana Center Math Pathways Boosts Rates of Completion of Developmental Math and of College-Level Math Courses"},"content":{"rendered":"<div class=\"fusion-fullwidth fullwidth-box fusion-builder-row-1 nonhundred-percent-fullwidth non-hundred-percent-height-scrolling\" style=\"background-color: rgba(255,255,255,0);background-position: center center;background-repeat: no-repeat;padding-top:0px;padding-right:0px;padding-bottom:0px;padding-left:0px;margin-bottom: 0px;margin-top: 0px;border-width: 0px 0px 0px 0px;border-color:#eae9e9;border-style:solid;\" ><div class=\"fusion-builder-row fusion-row\"><div class=\"fusion-layout-column fusion_builder_column fusion-builder-column-0 fusion_builder_column_1_1 1_1 fusion-one-full fusion-column-first fusion-column-last\" style=\"margin-top:0px;margin-bottom:0px;\"><div class=\"fusion-column-wrapper fusion-flex-column-wrapper-legacy\" style=\"background-position:left top;background-repeat:no-repeat;-webkit-background-size:cover;-moz-background-size:cover;-o-background-size:cover;background-size:cover;padding: 0px 0px 0px 0px;\"><style type=\"text\/css\"><\/style><div class=\"fusion-title title fusion-title-1 fusion-sep-none fusion-title-text fusion-title-size-one\" style=\"margin-top:0px;margin-right:0px;margin-bottom:31px;margin-left:0px;\"><h1 class=\"title-heading-left\" style=\"margin:0;\">Dana Center Math Pathways Boosts Rates of Completion of Developmental Math and of College-Level Math Courses<\/h1><\/div><div class=\"fusion-text fusion-text-1\"><p>(New York City, November 21, 2019) \u2014 Dana Center Mathematics Pathways, a reform of the developmental and college-level math courses students are required to take to complete a degree, helped students at four Texas colleges complete their developmental math sequence and increased their likelihood of taking and passing college-level math and earning math credits, according to a new random assignment evaluation. The study was released today at a national conference of the Center for the Analysis of Postsecondary Readiness (CAPR), a partnership led by MDRC and the Community College Research Center (CCRC), Teachers College, Columbia University.<\/p>\n<p>After four semesters, the study also found a small positive impact on students\u2019 attainment of a certificate for a portion of the sample but no effects on overall credit accumulation or on receipt of an associate\u2019s degree or transfer to a four-year college \u2014 although such effects were unlikely to be seen in so short a time.<\/p>\n<p><strong>Too Many Students Get &#8220;Stuck&#8221; in Developmental Math<\/strong><\/p>\n<p>Up to 70 percent of students in two-year colleges \u2014 and 40 percent in four-year colleges \u00ac\u2014 enter college taking developmental classes, and around half of these students never complete their developmental math requirements. Given that developmental math can cost students and their families upward of $1 billion per year, the need to improve developmental math students\u2019 success is critical. Many practitioners and policymakers have focused on improving developmental math courses by shortening the course sequences that students are required to take or streamlining the content to get students into college-level courses more quickly. Nevertheless, to date, few reforms have focused on changing the <em>type<\/em> of math that students learn and <em>how<\/em> they learn it.<\/p>\n<p><strong>What Is the Dana Center Math Pathways?<\/strong><\/p>\n<p>The Charles A. Dana Center at the University of Texas at Austin developed the Dana Center Mathematics Pathways (DCMP), which diversifies the math course content that students take so it better aligns with their career interests and helps them complete a college-level math course within one year of entering college. The Dana Center also developed curricula for three math pathways (statistics, quantitative literacy, and a path to calculus) that revise the content and instruction in developmental and college-level math classes while also streamlining the typical two-semester developmental math series into one semester.<\/p>\n<p>The DCMP curricula encourage more student-centered, active learning models that stress students\u2019 hands-on engagement with multistep math problems. Instructors encourage students to work closely with one another, developing their own solutions to problems that are contextualized in real-life settings. Whether figuring out which sales discount offers the best bang for the buck or deciding whether a friend\u2019s blood alcohol level is too high for safe driving, these DCMP courses help students see how math can apply to their everyday lives.<\/p>\n<p><strong>What Did the Study Find?<\/strong><\/p>\n<p>MDRC and CAPR researchers conducted a random assignment evaluation at four colleges in Texas (El Paso Community College, Trinity Valley Community College, and two colleges from the Dallas County Community College District \u2014 Brookhaven College and Eastfield College). The study also included implementation research and a cost analysis. The main findings are:<\/p>\n<ul>\n<li><strong>The DCMP courses qualitatively changed the ways in which students experienced and learned math.<\/strong> They were actively problem-solving in small groups with other students and had a better understanding of how they would use math in their everyday lives. These experiences contrasted strongly with those of students in colleges\u2019 standard developmental course offerings and college-level algebra courses, which typically centered on lecture and individual student work.<\/li>\n<li>After three semesters, the DCMP students were 8 percentage points <strong>more likely to pass a developmental math course<\/strong> (59 percent vs. 51 percent) and almost 24 percentage points <strong>more likely to complete the developmental math sequence and become college-ready<\/strong> (57 percent vs. 33.5 percent) than students in the control group who took standard courses at the colleges.<\/li>\n<li>The DCMP students were 11 percentage points <strong>more likely to pass a college-level math course<\/strong> during their second semester (20 percent vs. 9 percent), and nearly 7 percentage points <strong>more likely to have ever passed a college-level math class<\/strong> by the end of their third semester (25.3 percent vs. 18.5 percent).<\/li>\n<li>The DCMP students earned 0.2 <strong>more college-level math credits<\/strong> on average than the standard group, and both groups had <strong>similar overall credit accumulation<\/strong> during the first three semesters.<\/li>\n<li><strong>Preliminary findings<\/strong> show a small impact for three of the four cohorts of DCMP students on earning a certificate by the end of two years; however, there was no effect on a combined measure of earning a degree or transferring to a four-year college during the three- to four-semester follow-up period.<\/li>\n<\/ul>\n<p>\u201cThe success of the Dana Center Mathematics Pathways in helping change students\u2019 experiences in learning math is encouraging, especially considering the fear and anxiety many students have with this subject. Additionally, the improvements in DCMP students\u2019 completion of their developmental math requirements and earning college-level credit offers support that improving students\u2019 experiences with math can translate into positive academic outcomes,\u201d said Elizabeth Zachry Rutschow, senior research associate at MDRC and lead author of the study. \u201cWe look forward to continuing to see whether the DCMP may also have longer-term effects on students\u2019 longer-term academic achievement.\u201d<\/p>\n<p>\u201cWe are very pleased with these results, not only because of the improvements in completion rates for developmental math courses, but because of the improvements in students\u2019 learning strategies that can transcend mathematics and positively impact their overall progress toward degrees,\u201d Dr. Martha Ellis, Director of Higher Education Strategy, Policy, and Services for the Charles A. Dana Center at the University of Texas at Austin.<\/p>\n<p><strong>About the CAPR Conference<\/strong><\/p>\n<p>At the CAPR conference on November 21 and 22, policymakers, educators, researchers, students, and others will come together and exchange ideas about promising reforms to developmental education. Attendees will discuss the latest research in the field \u2014 including results from major studies in math pathways and developmental placement \u2014 and come away with a clearer sense of how states and institutions can better support students on the path to college and career success. The plenary sessions and keynote speeches will be livestreamed at <a href=\"https:\/\/postsecondaryreadiness.org\/dev\/capr2019\" target=\"_blank\" rel=\"noopener noreferrer\">postsecondaryreadiness.org\/capr2019<\/a>.<\/p>\n<p>The conference is sponsored by the Institute of Education Sciences and is co-sponsored by Strong Start to Finish, Ascendium Education Group, and The Joyce Foundation. Strong Start to Finish, an initiative of Education Commission of the States, is a network of like-minded individuals and organizations from the policy, research, and practice spaces who\u2019ve come together for one reason \u2014 to help all students, not just the select few, find success in postsecondary education.<\/p>\n<p><strong>Contacts:<\/strong><\/p>\n<ul>\n<li>John Hutchins, MDRC, 212-340-8604,\u00a0<a href=\"mailto:john.hutchins@mdrc.org\" target=\"_blank\" rel=\"noopener noreferrer\">john.hutchins@mdrc.org<\/a><\/li>\n<li>Lisa Ganga, Community College Research Center, 212-678-3394,\u00a0<a href=\"mailto:ganga@tc.edu\" target=\"_blank\" rel=\"noopener noreferrer\">ganga@tc.edu<\/a><\/li>\n<\/ul>\n<p style=\"text-align: center;\">*\u00a0 *\u00a0 *<\/p>\n<p><em>The Center for the Analysis of Postsecondary Readiness (CAPR) is a National Research and Development Center led by the Community College Research Center (CCRC), Teachers College, Columbia University, and MDRC to study developmental education and provide evidence for promising reforms. The center is funded by the Institute of Education Sciences (IES), U.S. Department of Education, through Grant R305C140007 to Teachers College, Columbia University. IES provided $10 million (91 percent) of funding for the center, and non-governmental sources provided an additional $1 million (9 percent).\u00a0<\/em><\/p>\n<\/div><div class=\"fusion-sep-clear\"><\/div><div class=\"fusion-separator fusion-full-width-sep\" style=\"margin-left: auto;margin-right: auto;margin-top:20px;width:100%;\"><\/div><div class=\"fusion-sep-clear\"><\/div><div class=\"fusion-text fusion-text-2\"><h2>Download<\/h2>\n<\/div><div class=\"fusion-align-block\"><style>.fusion-body .fusion-button.button-1 .fusion-button-text,.fusion-body .fusion-button.button-1 i{color:#51afaa;}.fusion-body .fusion-button.button-1{border-color:#51afaa;border-width:0 0 0 0;border-radius:0 0 0 0;background:#ffffff;}.fusion-body .fusion-button.button-1:hover .fusion-button-text,.fusion-body .fusion-button.button-1:hover i,.fusion-body .fusion-button.button-1:focus .fusion-button-text,.fusion-body .fusion-button.button-1:focus i,.fusion-body .fusion-button.button-1:active .fusion-button-text,.fusion-body .fusion-button.button-1:active i{color:#a0ce4e;}.fusion-body .fusion-button.button-1:hover,.fusion-body .fusion-button.button-1:active,.fusion-body .fusion-button.button-1:focus{border-color:#a0ce4e;border-width:0 0 0 0;background:#ffffff;}<\/style><a class=\"fusion-button button-flat button-large button-custom button-1 fusion-button-span-yes fusion-button-default-type download\" target=\"_blank\" rel=\"noopener noreferrer\" href=\"https:\/\/postsecondaryreadiness.org\/dev\/wp-content\/uploads\/2019\/11\/dcmp-final-press-release.pdf\"><i class=\"fa-newspaper far button-icon-left\" aria-hidden=\"true\"><\/i><span class=\"fusion-button-text\">Dana Center Math Pathways Boosts Rates of Completion of Developmental Math and of College-Level Math Courses<\/span><\/a><\/div><div class=\"fusion-clearfix\"><\/div><\/div><\/div><\/div><\/div>\n","protected":false},"excerpt":{"rendered":"<p>A new CAPR report examines how four Texas community colleges implemented Dana Center Mathematics Pathways (DCMP) and the impact of DCMP on student outcomes over as many as four semesters. Costs of the initiative and student perspectives are also discussed. <\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_mi_skip_tracking":false},"categories":[4],"tags":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v19.1 - https:\/\/yoast.com\/wordpress\/plugins\/seo\/ -->\n<title>DCMP Boosts Rates of Completion of Developmental, College-Level Math<\/title>\n<meta name=\"description\" content=\"A new CAPR report examines the impact of Dana Center Mathematics Pathways on student outcomes over as many as four semesters.\" \/>\n<meta name=\"robots\" content=\"noindex, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"DCMP Boosts Rates of Completion of Developmental, College-Level 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