Report Roundup

Community College

"Guiding Developmental Math Students to Campus Services: An Impact Evaluation of the Beacon Program at South Texas College"

Article Tools
  • PrintPrinter-Friendly
  • EmailEmail Article
  • ReprintReprints
  • CommentsComments

An intervention program targeting lower-level mathematics students at a Texas community college didn’t improve overall rates of withdrawal or failure, but did make a positive impact for part-time students and students enrolled in remedial math, a reportRequires Adobe Acrobat Reader finds.

The Beacon Mentoring program at South Texas College, in McAllen, appeared to increase the number of students who used campus tutoring resources and lessen the number of class withdrawals among those mentored students. Part-time students were especially less likely to withdraw from developmental, or remedial, math classes and more likely to pass their math courses and earn more math credits.

The program targeted 2,200 students enrolled in 83 sections of either a developmental math course or a college-level algebra course through mentors who made short, in-class presentations about mentoring services and worked with faculty members to identify struggling students early in the semester. The study was a randomized experiment, and the results were gauged by comparing the outcomes for mentored classes with results for nonmentored classes.

Vol. 29, Issue 21, Page 5

Published in Print: February 10, 2010, as Community College
Related Stories
Notice: We recently upgraded our comments. (Learn more here.) If you are logged in as a subscriber or registered user and already have a Display Name on, you can post comments. If you do not already have a Display Name, please create one here.
Ground Rules for Posting
We encourage lively debate, but please be respectful of others. Profanity and personal attacks are prohibited. By commenting, you are agreeing to abide by our user agreement.
All comments are public.

Back to Top Back to Top

Most Popular Stories