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Project Title:Enhanced Mathematics—A Co-requisite Approach to Developmental MathematicsInstitution Name:Austin Peay State University Innovation Category:Student Success Project Director:Tristan Denley, ProvostContact Information:(931) 221-7998, denleyt@apsu.edu Website:
Project Description:There are many studies that call into question the effectiveness of the traditional approach to remediating students who enter postsecondary education with low mathematics skills, which often includes student enrollment in a non-credit bearing remedial mathematics course, and which often have poor course success rates. APSU has developed an alternative mathematics skills development approach whereby students are immediately enrolled in a credit bearing class, with supplementary instruction to provide just-in-time support. This method provides significantly superior success rates, while also creating significant cost savings to both the institutions and the student.
  • Significantly improve the proportion of students who begin with ACT Math sub-scores below 19 who pass a credit bearing mathematics class which satisfies their core requirement.
  • Reduce the time taken for students with ACT Math sub-scores to get credit in a core math class.
  • Reduce the cost for students with ACT Math sub-scores to get credit in a core math class.
  • Improve outcomes in subsequent mathematics classes for students admitted with ACT Math sub-score below 19.
  • Using the traditional approach, only 43% of developmental students pass Liberal Arts Math (Math 1010) and 28% pass Elementary Statistics (Math 1530) once they have passed Intermediate Algebra. Combined with attrition from failure in Intermediate Algebra, using a traditional approach, less than 10% of students with ACT Math sub-scores below 19 pass a credit bearing math class. This process takes two or sometimes three semesters.
  • Using the new approach, 84% of developmental students pass Math 1010 and 71% of students pass Math 1530 in a single semester.
  • Tuition for Intermediate Algebra used to be $834. The supplementary instruction in the new format is $75.
Challenges/Problems Encountered:To implement this new approach required careful analysis of the skills needed to be successful in the two math classes, together with the creation of a number of workshop experiences.
Evaluation Approach:The mathematics department is responsible for collecting the data. They ensured that the standard of work expected from the students who are also in the co-requisite workshops is equivalent to that expected of all other students in the courses. Additional data is standard grade distribution and midterm-test data. 
Potential for Replication:This approach can easily be implemented at any institution which does not require students to complete an algebra-based core mathematics class. The advantage is that since Statistics and Liberal Arts Math are not algebra intensive, the student’s algebra can be remediated while the tuition in these classes is also being supplemented.
CEO-to-CEO Contact:Tim Hall , Presidenthallt@apsu.edu
(931) 221-7566
Date Published: Thursday, March 29, 2012