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Direct linkMojarad, Shirin; Baker, Ryan S.; Essa, Alfred; Stalzer, Steve – Journal of Interactive Learning Research, 2021
Despite the importance of replication, it remains rare in the interactive learning research community. In this paper, we attempt to replicate recent quasi-experimental results suggesting that the ALEKS intelligent tutoring system is effective at improving student course outcomes in higher education (Mojarad et al., 2018). In this paper, we conduct…
Descriptors: Intelligent Tutoring Systems, Replication (Evaluation), Probability, Quasiexperimental Design
David Follick – ProQuest LLC, 2021
This study evaluated the impact of a change to the math placement policy at a suburban New York Community College on entering students' math grades. Before the policy change, the community college required new students to take the College Board ACCUPLACER exam and used those scores to place students into math courses. Under the new policy,…
Descriptors: Algebra, Introductory Courses, Placement Tests, Suburban Schools
Download full textCullinan, Dan; Biedzio, Dorota – MDRC, 2021
Colleges throughout the United States are evaluating the effectiveness of their strategies to place entering students into college-level or developmental education courses. Developmental, or remedial, courses are designed to advance the reading, writing, and math skills of students who are deemed academically underprepared for college-level…
Descriptors: Academic Persistence, Student Placement, Student Evaluation, Remedial Instruction
Weirick, Chad William – ProQuest LLC, 2019
Students who attend two-year institutions are not always academically prepared for the level of work that is required to be successful. Two-year institutions determine students' readiness for college-level mathematics courses using one of three placement methods. However, few empirical studies have investigated which placement methods are most…
Descriptors: Student Placement, College Mathematics, Two Year College Students, Two Year Colleges
