A Concurrent Support Course for Intermediate Algebra (2011)

Abstract This article summarizes the creation and implementation of a concurrent support class for TRS 92 - Intermediate Algebra, a developmental mathematics course at Fort Lewis College in Durango, Colorado. The concurrent course outlined in this article demonstrates a statistically significant increase in student success rates since its inception. Specifically, students successfully completing the concurrent support class have had a success rate of approximately 82%, while all other students have had an approximate 63% success rate. In Spring 2007, the support course was piloted in a randomized control, experimental design. As measured by Cohen's d, the pilot course resulted in overall effect size 0.43, a moderately strong effect size for behavioral data. Introduction Nationally, Intermediate Algebra is second only to Beginning Algebra as having the highest student failure rate in developmental mathematics courses at two-year and four-year schools (Adelman, 2004, p. 665). Fort Lewis College is consistent with national failure rates for developmental mathematics courses. It is thus reasonable to hypothesize that any benefits realized by this research at Fort Lewis College could also be realized at other similar institutions of higher education. A comparison to Fort Lewis College and national success rates is shown below: The basic approach taken by this research to improve student success rates in Intermediate Algebra involved the following steps: 1. Identifying the students in Intermediate Algebra who are not likely to succeed. 2. Using the salient variables used to identify the students in step 1 to create a support course that could address specifics stemming from these identifying factors. 3. Piloting the support course in a randomized controlled experiment. 4. Assessing the effectiveness of the support course. Significance of Topic The developmental educational community stands to benefit greatly from a successful development of a concurrent support class. The magnitude of the problem addressed partially by this research can be realized by just a couple of sobering statistics/problems facing the developmental educational community. Below are some quotes and their Internet Sources indicating the current status of developmental education in the United States: Only 17% of students who enroll in a remedial reading course receive a bachelor's degree within eight years, compared to 58% of students who take no remedial education courses. http://www.communitycollegecentral.org/Downloads/Developmental_ Education_TOOLKIT.pdf. For the first time in U.S. history, the current generation of college-age Americans will be less educated than their parents 'generation, yet our workplaces require higher-level skills than ever before. http://www.achievingthedream.org/ABOUTATD/OVERVIEW/default.tp. About 6.8 million students - nearly half of all undergraduates in the U.S. - are being educated at 1,200 community colleges. But too few are reaching their goals. Historically, fewer than half of community college students succeed in earning a degree or transferring to a four-year institution. And more than just their hopes and dreams are at stake: the very foundations of our economy depend on increasing student success. http://www.achievingthedream.org/Portal/Modules/8i75b350-Oa49-4218-bb55-5476 1 3 1 af73c.asset?. The purpose of this research is to provide a framework for the creation of other concurrent support courses, regardless of discipline. Methodology Much of the research behind this article pertains to the creation of an accurate predictive system to identify students who are at-risk of not succeeding in TRS 92 - Intermediate Algebra. The author opted to create a neural network to identify at-risk students. Neural networks have been shown to be of use in predicting student success in a variety of contexts (Hardgrave & Wilson, 1994; Naik & Ragothaman, 2004; Sexton, Hignite, Margavio, & Satzinger, 2001; Schumacher et al. …