Preliminary results disappointing in New Jersey

Nearly 85% of students entering New Jersey’s Essex County College required dev ed, placing into the lowest level of math.  In efforts to reverse this figure, the institution incorporated the emporium model, or adaptive learning—an approach incorporating technology to deliver course material.  At Essex, $1.2m from the Gates Foundation was used to develop two math labs where ALEKS, McGraw-Hill‘s adaptive math learning system, would be used.  The new approach also incorporated learning communities wherein students met twice a week to discuss useful learning strategies.  Despite the money and effort expended on this adaptive learning, preliminary results have not been promising.  So far, about 1,000 students have taken adaptive math courses with only 35% of students passing compared to 50% in traditional developmental math.  Despite the disappointing results, the college intends to stay the course to study what changes can and should be made.

Source:  Inside Higher Ed


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