Electronic Proceedings of the Twenty-seventh Annual International Conference on Technology in Collegiate Mathematics

Las Vegas, Nevada, March 12-15, 2015

Paper A004

This is an electronic reprint, reproduced by permission of Pearson Education Inc. Originally appeared in the Proceedings of the Twenty-seventh Annual International Conference on Technology in Collegiate Mathematics, Copyright (C) 2016 by Pearson Education, Inc.


Access Algebra: Meeting The Needs of Under-prepared College Algebra Students Just-in-time

Alvina J. Atkinson


Georgia Gwinnett College
1000 University Center Lane
Lawrenceville, GA 30043


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Lee Ann Roberts


Georgia Gwinnett College
1000 University Center Lane
Lawrenceville, GA 30043

Aris B. Winger


Georgia Gwinnett College
1000 University Center Lane
Lawrenceville, GA 30043

Angela Lively


Georgia Gwinnett College
1000 University Center Lane
Lawrenceville, GA 30043

Sarah H. Park


Georgia Gwinnett College
1000 University Center Lane
Lawrenceville, GA 30043


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ABSTRACT

Complete College America (CCA) is a nonprofit organization with the mission of increasing retention and graduation rates. Guiding strategies for CCA in 2011 included technology-based diagnostic assessments and modularized content remediation coursework. Students who fell below the cut scores would be concurrently enrolled in a college-level course and a diagnostic-based learning support course. These students would work at an accelerated rate using a learning mastery approach which was supplemented by a student success skills component. In Fall 2011, CCA awarded a grant to the state of Georgia to produce a model to fast-track learning support students through developmental courses and college algebra in a single semester. At Georgia Gwinnett College, a co-requisite model was developed and redesigned to create Access Algebra.

Keyword(s): college algebra