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This study evaluates a model that accelerates developmental math so students can complete dev-ed and college math within one year. Using Texas data and propensity score matching, results show higher first-year persistence and accumulation of college-level credits, with stronger positive relationships after three years for milestones such as gateway course completion and total credits.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-relationship-between-accelerated-dev-ed-coursework-and-early-college-milestones-examining-college-momentum-in-a-reformed-mathematics-pathway/590737/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-relationship-between-accelerated-dev-ed-coursework-and-early-college-milestones-examining-college-momentum-in-a-reformed-mathematics-pathway/590737.png","ImageObject",300,407,{"name":92,"@type":93},"Stanley","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-05","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem does the study address in developmental math education?","Question",{"text":112,"@type":113},"Many community college students do not meet math college-readiness standards, and dev-ed is supposed to help but has low rates of advancement.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the accelerated dev-ed model differ from traditional dev-ed?",{"text":117,"@type":113},"The model accelerates developmental math coursework so students can complete dev-ed and college math courses within their program of study within 1 year.",{"name":119,"@type":110,"acceptedAnswer":120},"What were the main outcomes measured and what did the study find?",{"text":121,"@type":113},"The study measured milestones such as persistence and accumulation of college-level credits. Students in the accelerated model showed higher first-year momentum, and after three years there was a strong positive relationship with college math completion and total accumulated college-level credits.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},590737,1792717154,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},2336477405376,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","AERA Open  \nJanuary-March 2019, Vol. 5, No. 1, pp. 1–22 DOI: 10. 1177/2332858419829435  \nArticle reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)© The Author(s) 2019. [http://journals.sagepub.com/home/ero](http://journals.sagepub.com/home/ero)  \nThe Relationship Between Accelerated Dev-Ed Coursework and Early College Milestones: Examining College Momentum in a Reformed  \nMathematics Pathway  \nLauren Schudde   \nKatherine Keisler  \nUniversity of Texas at Austin  \nMore than half of community college students fail to meet college-readiness standards in math. Developmental education (dev-ed) aims to help students acquire the knowledge and skills to succeed in college-level math but is plagued with low rates of advancement. We examined the impact of a model that accelerates developmental math coursework so that students can complete dev-ed and college math courses in their programs of study within 1 year. Using data from Texas and a propensity score matching approach, we tested the impact of the model on several college milestones. Results suggest that students in the accelerated model were more likely to persist and accumulate college-level credits during the 1st year than those in traditional dev-ed math. After 3 years, there was a strong positive relationship between participation in the accelerated model and important college milestones, like college math course completion and total accumulated college-level credits.  \nKeywords: college readiness, developmental education, accelerated dev-ed, remediation, developmental education reform, community college, math education  \nAt least half of community college students enroll in developmental education, also referred to as remediation or deved (Radford & Horn, 2012; Scott-Clayton, Crosta, & Belfield, 2014) . Dev-ed courses aim to help academically underprepared students reach college-readiness standards and often must be completed prior to coursework that contributes toward degree requirements. The road to collegelevel coursework is particularly problematic in mathematics, where students are more likely to require remediation than in reading and writing—59% of community college students are referred to dev-ed courses in math (Bailey, Jeong, & Cho, 2010) . Of the students requiring remediation in math, one third complete dev-ed coursework within 3 years (Bailey et al., 2010) . Even fewer—20%—make it through their first college-level math course, also called a gateway course (Bailey et al., 2010) .  \nAcross the country, states and community colleges are working to improve dev-ed. Reforms include incorporating technology in the classroom, requiring corequisite success courses to cover study skills, offering tutoring resources and learning communities, accelerating dev-ed coursework, and/ or placing students into college-level courses with additional supports (Bailey, 2009; Bonham & Boylan, 2011; Edgecombe, 2011; Hodara, 2011) . Despite increased experimentation and newly implemented dev-ed reforms across  \nthe country, there is limited evidence regarding their effectiveness. Administrators and policy makers need more information about the impacts of programs as they make difficult choices to improve outcomes for students and the community. This study examined the impact of an accelerated deved pathway among community college students in Texas.  \nTrends in Texas reflect those across the nation in terms of placement into dev-ed. Half of all first-time college students at Texas public 2-year institutions fail to meet college readiness standards for mathematics (Texas Higher Education Coordinating Board [THECB], 2016) . Seeking stronger outcomes for students, 20 community colleges in the state implemented Dana Center Mathematics Pathways (DCMP)1 in fall 2014. DCMP is a broad model that aims to help students attain math skills applicable to their areas of interest—rather than focusing solely on algebra—and improve the","cbCail7Cs59UlakQ","https://ap.wps.com/l/cbCail7Cs59UlakQ","pdf",502172,22,"English","# Introduction\n## Background on developmental education\n# Study Design and Data\n## Texas Dana Center Mathematics Pathways model\n## Propensity score matching approach\n# Results\n## First-year persistence and credits\n## Three-year milestone impacts\n# Literature Review\n## The impacts of dev-ed","[{\"question\":\"What problem does the study address in developmental math education?\",\"answer\":\"Many community college students do not meet math college-readiness standards, and dev-ed is supposed to help but has low rates of advancement.\"},{\"question\":\"How does the accelerated dev-ed model differ from traditional dev-ed?\",\"answer\":\"The model accelerates developmental math coursework so students can complete dev-ed and college math courses within their program of study within 1 year.\"},{\"question\":\"What were the main outcomes measured and what did the study find?\",\"answer\":\"The study measured milestones such as persistence and accumulation of college-level credits. Students in the accelerated model showed higher first-year momentum, and after three years there was a strong positive relationship with college math completion and total accumulated college-level credits.\"}]","The Relationship Between Accelerated Dev-Ed Coursework and Early College Milestones - Examining College Momentum in a Reformed Mathematics Pathway | PDF",1792070313,55]