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"Remedial education"
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Academic skills problems : direct assessment and intervention
Edward S. Shapiro provides practical strategies for working with students across all grade levels (K-12) who are struggling with reading, spelling, written language, or math. --from publisher description
Book
How Can Placement Policy Improve Math Remediation Outcomes? Evidence From Experimentation in Community Colleges
Changing placement policy may help to improve developmental education student outcomes in community colleges, but there is little understanding of the impacts of these reforms. We take advantage of heterogeneous placement policy in a large urban community college district in California to compare the effects of math remediation under different policy contexts. District colleges either switched from using math diagnostics to using computer-adaptive tests, or raised placement cutoffs. We use quasi-experimental methods to identify the impact of remediation under each policy and the change in impact following placement policy experimentation. We find that switching to a computeradaptive test exacerbated the penalty of remediation for marginal students and resulted in more placement errors. Modestly raising placement cutoffs had no significant effects.
Journal Article
Re-Imagining the First Year as Catalyst for First-Year Writing Program Curricular Change
This article describes a revision of a first-year writing program curriculum using the pillars of the Reimagining the First-Year Program. The authors adapted principles related to mindset and habits of mind from both college retention scholarship and composition scholarship. After developing a research project in order to understand what elements of mindset correlate with readiness for credit-bearing writing courses, the authors created a multiple measures placement system for enrolling students in a credit-bearing first-year writing course with co-requisite support.
Journal Article
Differentiated assessment : how to assess the learning potential of every student
\"A comprehensive assessment system for working with underperforming students This book describes a comprehensive assessment system especially appropriate for multilingual and \"differentiated\" classrooms with large numbers of underperforming students. Drawing from Multiple Intelligences theory, the approach is specifically aimed at helping teachers understand how each student learns and how best to tailor instruction to serve individual students' needs. Although the program makes use of conventional standardized tests and disability screenings, it places special importance on two approaches in particular: Student Portfolio Assessments and Personalized Learning Profiles. Provides detailed guidance and practical tools (including a DVD) for implementing successful portfolio and \"profile\" practices in the classroom. Includes real-world examples of model assessment programs from five schools. Explains how to integrate assessment into the instructional process as well as how the portfolio program can be used. Formal profiles provide vital information about each student's cultural background, interests, strengths, and capabilities as well as their individual learning and language needs.\"-- Provided by publisher.
Book
Predictors of First-Year Student Retention in the Community College
This study analyzed predictors of fall-to-spring and fall-to-fall retention for 9,200 first-time-in-college students who enrolled in a community college over a four-year period. Findings highlight the impact of developmental education programs and internet-based courses on student persistence. Additional predictors include financial aid, parents' education, the number of semester hours enrolled in and dropped during the first fall semester, and participation in the Student Support Services program.
Journal Article
Successful reading assessments and interventions for struggling readers : lessons from literacy space
\"Each struggling reader has a unique combination of strengths and areas that require targeted instruction. Through their work with teachers and children in an after school tutoring program, the authors have identified six types of struggling readers and offer suggestions for assessment and instruction for each type of struggling reader. The book shares lessons learned from the tutoring program that are applicable to the classroom. Suggestions of how teachers can outreach and involve parents, caregivers, and families is included\"-- Provided by publisher.
Book
Bridging knowledge gaps: impact of remedial classes on first-year medical students in biochemistry – a cross-sectional study
Background
Remedial teaching is a tailored educational approach dedicated to enhancing the academic performance of students facing challenges within the curriculum. By identifying and addressing specific learning difficulties, it provides essential support and guidance to bring students closer to expected standards while preventing future setbacks. We hypothesize that underperforming medical students who receive daily, tailored remediation will demonstrate significant improvement in their formative and summative assessment scores in biochemistry.
Methods
A cross-sectional mixed-method study was conducted on 56 underperforming first-year medical undergraduates to assess the effect of targeted remediation on formative and summative assessments in Biochemistry. Training sessions included various remediation techniques over six months. Post-remediation feedback was collected to gather insights into students’ attitudes, perceptions, and the effectiveness of the methods in improving their understanding of the subject. Logistic regression analysis was employed to determine the most effective remediation for student performance. Benefits and weaknesses of remedial training approaches for future application as perceived by the students were derived through deductive thematic analysis of their feedback.
Results
The mean marks, evaluated out of a maximum of 100, showed improvement from 29.86 ± 7.71 to 71.48 ± 10.19, with statistical significance (
p
< 0.001). From the students’ perspective, the most effective remediation method was grade incentives in formative assessments (odds ratio 6.19). Five major themes were identified: perceived barriers prior to remediation, positive outcomes and behavioral changes observed after remediation, and strengths and areas for improvement in remediation.
Conclusions
The study concludes that identifying underperformers in the early stages of the medical curriculum and providing them with tailored remediation can enhance their performance in exams. Grade incentives in formative assessments, mind maps, quizzes, quick revisions, and assignments were beneficial remedial tools. Targeted remediation proved advantageous for students in improving their academic skills, exam preparation, time management, and attitudes towards the subject.
Journal Article
Does Remediation Work for All Students? How the Effects of Postsecondary Remedial and Developmental Courses Vary by Level of Academic Preparation
We examine the impact of remedial and developmental courses on college students with varying levels of academic preparedness, thus focusing on a wider range of students than previous studies. Using a regression discontinuity design, we provide causal estimates of the effects of placement in different levels of remedial courses on short-, intermediate-, and long-term outcomes at both 2- and 4-year colleges. Similar to other research, we find that remediation has negative effects for students on the margin of needing one developmental course. However, for students with lower levels of academic preparation, the effects of remediation are estimated to be positive in some subjects. These results suggest that remedial courses can help or hinder students differently depending on their incoming levels of academic preparedness. Moreover, our conclusions are largely driven by positive and negative effects observed for students at 2-year institutions, and we discuss several hypotheses that may explain these findings.
Journal Article