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Improving College Readiness in Mathematics in the Context of a Comprehensive High School Reform. EdWorkingPaper No. 25-1131

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Title: Improving College Readiness in Mathematics in the Context of a Comprehensive High School Reform. EdWorkingPaper No. 25-1131
Language: English
Authors: Nina Arshavsky, Julie A. Edmunds, Fatih Unlu, Lily Fesler, Annenberg Institute for School Reform at Brown University
Source: Annenberg Institute for School Reform at Brown University. 2025.
Availability: Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: annenberg@brown.edu; Web site: https://annenberg.brown.edu/
Peer Reviewed: N
Page Count: 60
Publication Date: 2025
Document Type: Reports - Research
Tests/Questionnaires
Education Level: High Schools
Secondary Education
Descriptors: High School Students, College Readiness, Mathematics Achievement, College Preparation, Developmental Studies Programs, Academic Support Services, High School Teachers, Mathematics Teachers, Teacher Attitudes, Educational Change, Student Centered Learning, Mathematics Instruction, Algebra, Program Evaluation, Program Implementation, Program Effectiveness
Geographic Terms: North Carolina
Abstract: This mixed methods experimental study examined the impacts of the Early College High School model on students' college readiness in mathematics measured by their success in college preparatory mathematics courses in the 9th through 11th grades, and disaggregated for academically prepared and underprepared students. This study looked at the longitudinal sample of students who moved from the 9th through 11th grade both in the treatment and control groups. The results show that the reform is having statistically significant and substantively important impacts on students' course-taking and success for both prepared and underprepared students. The impacts of this whole school reform are larger for underprepared students. The results demonstrate that the ECHS reform model is being successful in implementing a universal algebra policy and rigorous college preparation curriculum with students of diverse backgrounds: 38% underrepresented in college minority, 46% low income, and 38% first generation college-goers, and despite of their academic preparedness levels. The analyses of classroom observations and interviews with mathematics teachers reveal that instruction in the ECHS displays a mix of traditional approaches and rigorous student-centered instructional practices. These results are discussed in the context of debates on benefits and disadvantages of universal algebra policies and student-centered instruction for academically underprepared students.
Abstractor: As Provided
Entry Date: 2025
Accession Number: ED671082
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Improving College Readiness in Mathematics in the Context of a Comprehensive High School Reform. EdWorkingPaper No. 25-1131
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  Data: Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: annenberg@brown.edu; Web site: https://annenberg.brown.edu/
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  Data: 60
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  Data: <searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22North+Carolina%22">North Carolina</searchLink>
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  Data: This mixed methods experimental study examined the impacts of the Early College High School model on students' college readiness in mathematics measured by their success in college preparatory mathematics courses in the 9th through 11th grades, and disaggregated for academically prepared and underprepared students. This study looked at the longitudinal sample of students who moved from the 9th through 11th grade both in the treatment and control groups. The results show that the reform is having statistically significant and substantively important impacts on students' course-taking and success for both prepared and underprepared students. The impacts of this whole school reform are larger for underprepared students. The results demonstrate that the ECHS reform model is being successful in implementing a universal algebra policy and rigorous college preparation curriculum with students of diverse backgrounds: 38% underrepresented in college minority, 46% low income, and 38% first generation college-goers, and despite of their academic preparedness levels. The analyses of classroom observations and interviews with mathematics teachers reveal that instruction in the ECHS displays a mix of traditional approaches and rigorous student-centered instructional practices. These results are discussed in the context of debates on benefits and disadvantages of universal algebra policies and student-centered instruction for academically underprepared students.
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  Data: 2025
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  Data: ED671082
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    Languages:
      – Text: English
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      Pagination:
        PageCount: 60
    Subjects:
      – SubjectFull: High School Students
        Type: general
      – SubjectFull: College Readiness
        Type: general
      – SubjectFull: Mathematics Achievement
        Type: general
      – SubjectFull: College Preparation
        Type: general
      – SubjectFull: Developmental Studies Programs
        Type: general
      – SubjectFull: Academic Support Services
        Type: general
      – SubjectFull: High School Teachers
        Type: general
      – SubjectFull: Mathematics Teachers
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Educational Change
        Type: general
      – SubjectFull: Student Centered Learning
        Type: general
      – SubjectFull: Mathematics Instruction
        Type: general
      – SubjectFull: Algebra
        Type: general
      – SubjectFull: Program Evaluation
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      – SubjectFull: Program Implementation
        Type: general
      – SubjectFull: Program Effectiveness
        Type: general
      – SubjectFull: North Carolina
        Type: general
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      – TitleFull: Improving College Readiness in Mathematics in the Context of a Comprehensive High School Reform. EdWorkingPaper No. 25-1131
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