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Computer-Mediated Developmental Math Courses in Tennessee High Schools and Community Colleges: An Exploration of the Consequences of Institutional Context

By Maggie P. Fay
Assignment to remediation in college poses a significant barrier to degree attainment. Computer-mediated delivery of remedial mathematics shows promise as a means of enabling students to accelerate through math remediation and become college-ready. In Tennessee, this type of reform was for some time offered as a course to both high school and college students. Yet the high school students were much more likely to complete the course in one semester. This study makes use of site visit data collected at three community colleges and four high schools in Tennessee in 2015 to explore how the institutional context of the high schools compared with that of the colleges in ways that may have affected the implementation and efficacy of computer-mediated mathematics. Broadly, the high schools maintained structures and enacted classroom practices to foster student success under the premise that such students are unlikely to have autonomous, self-directed study habits. Community colleges, on the other hand, generally sustained policy and practice based on the notion that a community college student is autonomous and self-regulated.
Download CCRC Working Paper No. 91
February 2017
  • Reshaping the College Transition: Study of Early Assessment and Curricular Interventions

Related Publications

July 2019

How and Why Higher Education Institutions Use Technology in Developmental Education Programming

March 2016

Improving the Transition to College: Estimating the Impact of High School Transition Courses on Short-Term College Outcomes

January 2016

Implementation of High School-to-College Transition Courses in Four States

Additional Resources

For more policy briefs and fact sheets, visit CCRC’s Policy Resources page.

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