Quasi-Experimental Study of the Effect of Course Acceleration on Student Success in College Mathematics Courses

• In Event: 31.092 - Poster Session 5
  In Poster Session: 31.092-7 - Poster Session: College Student Learning and Development (1)

Abstract

The purpose of this quasi-experimental study is twofold: to examine a) the effect of acceleration on course success in students whose scores on placement exams were below but near the cutoff for placement in the next-highest level mathematics courses, and b) the predictive power of noncognitive skills for course success. Four propensity score procedures were applied to a sample consisting of 97 control and 77 treatment students. Overall our findings suggest that students tended to have lower probabilities of success with acceleration than without. Academic skills were positive predictors of course success while, in an unexpected finding, school-relevant facets of social support (Connectedness and Institutional Support) appeared to be negatively related with course success.

Authors

• Fei Chen, University of North Carolina - Chapel Hill

• Margarita Olivera-Aguilar, Educational Testing Service

• Samuel Rikoon, Educational Testing Service

• Teresa Jackson, ETS

• Steven B. Robbins, Educational Testing Service