How to Help Students of Differing Abilities
The Chronicle of Higher Education, 2.8.18
The City University of New York is testing out this model and studying the results as part of something called the Project for Relevant and Improved Mathematics Education. The effort has produced results: It has brought together faculty members of three colleges in the CUNY system who have developed college-level quantitative reasoning, statistics, and chemistry courses, each of them with corequisite support. And students who were randomly assigned to college-level statistics courses with corequisite remedial workshops, for example, passed at a rate that was 16 percentage points higher than those who were assigned to traditional remedial algebra. Results like these are encouraging, but now researchers are trying to figure out how and why the approach seems to work, said Alexandra Logue, a research professor at The Graduate Center, CUNY, who is the principal investigator of the effort.
Submitted on: FEB 8, 2018
Category: GC Press Coverage | Psychology