College Algebra Grades Through the COVID-19 Pandemic: Improved Learning or New Standards?

• In Event: AERA Virtual Poster Session
  In Virtual Poster Session: Division J - Postsecondary Education Virtual Poster Session

Abstract

The impact of the COVID-19 pandemic on student outcomes is still being assessed at many colleges and universities. At one institution, a review of math performance highlighted a significant shift in grade outcomes in math courses beginning in Spring 2020. This study focuses on students enrolled in college algebra over three time periods (Fall 2011-2018, Fall 2019, and Fall 2020-2021), and their subsequent term enrollment. Our findings indicate that the magnitude gain from college algebra is generally greater in subsequent quantitative courses after COVID-19, but most significant for those enrolled in college algebra in the Fall of 2019. We also see that over time college algebra course performance effects on the performance in subsequent courses is strictly decreasing.

Authors

• Celeste M. Calkins, Illinois State University
  Presenting Author

• Qingmin Shi, University of Nevada - Las Vegas
  Presenting Author

• John (Skip) Crooker, University of Nevada - Las Vegas
  Presenting Author