2014年,发展教育成为佛罗里达州许多大学生的选择,不管之前的学术准备。这项研究调查了准备不足的大学初等(FTIC)学生的第一学期数学课程入学模式,这些学生以前曾被要求参加发展数学以及选择参加中级代数(最常见的入门数学课程)的学生的通过率。我们发现大约三分之一的准备不足的学生注册了发展数学,第三个注册了中级代数,大约有三分之一没有参加任何数学课程,准备水平与注册途径有关。在那些注册中级代数的人中,在同一学期也有一小部分人注册了发展数学,无论是通过压缩课程还是共同课程,与没有发展支持的准备不足的学生相比,获得同一学期发展支持的FTIC学生更有可能通过中级代数。
In 2014, developmental education became optional for many college students in Florida, regardless of prior academic preparation. This study investigated first-semester
math course enrollment patterns for underprepared first-time-in-college (FTIC) students who would have previously been required to take developmental
math and the passing rates for the students electing to take Intermediate Algebra (the most common gateway
math course in Florida). We found that roughly a 3rd of underprepared students enrolled in developmental
math, a 3rd enrolled in Intermediate Algebra, and roughly a 3rd enrolled in no
math course whatsoever, with preparation level being related to enrollment pathways. Among those who enrolled in Intermediate Algebra, a small percentage also enrolled in developmental math in the same semester, either through a compressed or corequisite course, and FTIC students who received same-semester developmental support were more likely to pass Intermediate Algebra compared with similar underprepared students who took Intermediate Algebra without developmental support.