Can a comprehensive instructional model make a difference for outcomes in corequisite courses? A new partnership between Dallas College and Carnegie Math Pathways aims to test this.
Carnegie Math Pathways at WestEd was recently awarded a $3.3M IES grant to conduct a multi-year assessment of the Statway instructional model. To complete the study, Carnegie Math Pathways has partnered with Dallas College to conduct a randomized control trial comparing statistics corequisite courses taught using Statway’s instructional model with more traditional instructional models.
Evidence from the last several years shows that corequisites demonstrate great promise both in terms of expanding student access to entry-level college mathematics and providing an equitable solution to supporting students for course success. Yet, even as these courses are leveling the playing field for students, outcomes have been varied.
This new study will assess the efficacy of the Statway model, including the collaborative pedagogy, applied, contextualized curriculum, embedded social emotional supports, and instructor supports. Examining implementation results from both face-to-face and fully online course delivery, the study aims to understand what impact this comprehensive approach to corequisite instruction may have on student success and instructors’ sense of self-efficacy.
Dr. Narayan Thapa, Dean of Academic Affairs, Mathematics Sciences at the college says, “At Dallas College we’re committed to student success and improving learning to best serve all our students. We’re already making great strides with corequisite math, and the findings of this study will be instrumental in helping us determine how we can further improve students’ experiences and outcomes,”
The 5-year study is in its second year, and so far approximately 700 students have enrolled. We look forward to sharing results as we learn.
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