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Accelerating Mathematics: Findings from the AMP-UP Program at Bergen Community College

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Title: Accelerating Mathematics: Findings from the AMP-UP Program at Bergen Community College
Language: English
Authors: Douglas, Daniel, McKay, Heather, Edwards, Renee
Source: Grantee Submission. 2020.
Peer Reviewed: N
Page Count: 18
Publication Date: 2020
Sponsoring Agency: Department of Education (ED)
Contract Number: P116F150138
Document Type: Reports - Research
Education Level: Higher Education
Postsecondary Education
Two Year Colleges
Descriptors: Community Colleges, Mathematics Instruction, Remedial Mathematics, Acceleration (Education), College Mathematics, Summer Programs, Program Effectiveness, Developmental Studies Programs, Two Year College Students
Geographic Terms: New Jersey
Abstract: In 2015, Bergen Community College (BCC) received a grant from the U.S. Department of Education First in the World Grant Program. The grant entitled Alternatives to Mathematics Education: An Unprecedented Program (AMP-UP), was awarded to conduct a randomized control trial on a corequisite approach to developmental math education. This study was conducted by researchers at the Education and Employment Research Center (EERC) at Rutgers, The State University of New Jersey. EERC investigated whether an accelerated delivery of developmental and college-level mathematics coursework would improve student retention, gateway course completion, credit accumulation, and degree completion over three years. The intervention group enrolled in accelerated developmental and college-level coursework; those in the group who placed into developmental arithmetic also participated in a self-paced Summer Bridge program. The comparison group followed the college's usual developmental mathematics sequence, generally enrolling in their first math course in the Fall term of their first year. The study found that both groups enrolled in a similar number of terms over three years. But in that period, intervention group students were 13 percentage points more likely to complete a developmental mathematics course and 30 percentage points more likely to complete a college-level mathematics course. The intervention group also earned 5.1 more credits and was 8 percentage points more likely to complete a degree in the study period. [This report was published by Rutgers' Education and Employment Research Center at the School of Management and Labor Relations.]
Abstractor: As Provided
What Works Clearinghouse (WWC) Reviewed: Meets Evidence Standards without Reservations
WWC Study Page: https://ies.ed.gov/ncee/wwc/Study/90306
Entry Date: 2020
Access URL: https://smlr.rutgers.edu/eerc
Accession Number: ED608780
Database: ERIC
FullText Text:
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  Data: Accelerating Mathematics: Findings from the AMP-UP Program at Bergen Community College
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  Data: <searchLink fieldCode="SO" term="%22Grantee+Submission%22"><i>Grantee Submission</i></searchLink>. 2020.
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  Data: 18
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  Data: P116F150138
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  Data: In 2015, Bergen Community College (BCC) received a grant from the U.S. Department of Education First in the World Grant Program. The grant entitled Alternatives to Mathematics Education: An Unprecedented Program (AMP-UP), was awarded to conduct a randomized control trial on a corequisite approach to developmental math education. This study was conducted by researchers at the Education and Employment Research Center (EERC) at Rutgers, The State University of New Jersey. EERC investigated whether an accelerated delivery of developmental and college-level mathematics coursework would improve student retention, gateway course completion, credit accumulation, and degree completion over three years. The intervention group enrolled in accelerated developmental and college-level coursework; those in the group who placed into developmental arithmetic also participated in a self-paced Summer Bridge program. The comparison group followed the college's usual developmental mathematics sequence, generally enrolling in their first math course in the Fall term of their first year. The study found that both groups enrolled in a similar number of terms over three years. But in that period, intervention group students were 13 percentage points more likely to complete a developmental mathematics course and 30 percentage points more likely to complete a college-level mathematics course. The intervention group also earned 5.1 more credits and was 8 percentage points more likely to complete a degree in the study period. [This report was published by Rutgers' Education and Employment Research Center at the School of Management and Labor Relations.]
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  Data: 2020
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 18
    Subjects:
      – SubjectFull: Community Colleges
        Type: general
      – SubjectFull: Mathematics Instruction
        Type: general
      – SubjectFull: Remedial Mathematics
        Type: general
      – SubjectFull: Acceleration (Education)
        Type: general
      – SubjectFull: College Mathematics
        Type: general
      – SubjectFull: Summer Programs
        Type: general
      – SubjectFull: Program Effectiveness
        Type: general
      – SubjectFull: Developmental Studies Programs
        Type: general
      – SubjectFull: Two Year College Students
        Type: general
      – SubjectFull: New Jersey
        Type: general
    Titles:
      – TitleFull: Accelerating Mathematics: Findings from the AMP-UP Program at Bergen Community College
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            NameFull: Douglas, Daniel
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            NameFull: McKay, Heather
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            NameFull: Edwards, Renee
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              M: 10
              Type: published
              Y: 2020
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            – TitleFull: Grantee Submission
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