Course Design and Academic Outcomes in Quantitative Literacy After Eliminating Required Remediation
نویسندگان
چکیده
In Fall 2018, remedial mathematics courses were eliminated from the 23-campus California State University system under Executive Order 1110. Incoming first-year students placed into college credit-bearing with options for corequisite support. This study examines academic outcomes at Monterey Bay in a credit level quantitative literacy (QL) course optional support during 2018-2019 year. Taken together, results of this suggest that required remediation is not necessary success college-level QL. The model also has potential to more equitable all students. However, further needed identify institutional, departmental, and pedagogical best practices effective
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ژورنال
عنوان ژورنال: Numeracy
سال: 2021
ISSN: ['1936-4660']
DOI: https://doi.org/10.5038/1936-4660.14.1.1373