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Pellissippi State Sees Increase in Student Retention of Developmental Studies Math Students |
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| Carnegie Learning’s Differentiated Instruction a Contributing Factor PITTSBURGH, PA, March 5, 2009 – Carnegie Learning, Inc., a leading publisher of research-based math solutions for middle school, high school, and post-secondary students, reports that officials at Pellissippi State Technical Community College (PSTCC) near Knoxville, Tennessee have tracked an increase in the retention rate of students in developmental studies mathematics, a rate of improvement that surpasses that of non-developmental studies students. “After the first semester of implementing Carnegie Learning™ Developmental Math Solutions in the 2008-2009 school year, PSTCC experienced a 6.01% rise in student retention, with 76.58% of development studies math students now returning for a subsequent semester,” said Mary Monroe-Ellis, Dean of Transitional Studies at PSTCC. “Math can be the primary obstacle to success for developmental students, and we feel the redesign of our math program is giving these students a deeper conceptual understanding of mathematics which results in greater learning and success.” The PSTCC approach integrates Carnegie Learning’s self-paced, individualized computer-assisted instruction known as Cognitive Tutor® Software with classroom instruction. Sections meet for one hour a week in the classroom and one hour in the math computer lab. Students are required to spend two additional hours per week working in the lab where instructor and tutor support are available. The curriculum is divided into nine modules, covering topics that were previously covered in three different levels of developmental math courses. The new structure treats all developmental math students as enrolling in a single math course, yet students have different software assignments depending upon their performance on a placement test, and they progress on a customized instructional path that addresses each student’s unique strengths and weaknesses. “We are able to spend more time with our students addressing individual needs, instead of treating them as if they all learn the same way and understand the math at the same level,” says Amy Tankersley, Instructor of Math at PSTCC. “The students are learning to work independently. They are responsible for their learning and how quickly they progress through our course which gives them a sense of pride and accomplishment.” About Carnegie Learning (www.carnegielearning.com)
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