Traditional mathematics remediation is based on the theory that traditional mathematics remedial courses increase students’ subsequent academic performance. However, most students assigned to these courses do not pass them and thus cannot graduate. An alternative approach, corequisite remediation, assigns students instead to college-level quantitative courses with additional academic support, often aligned to a student’s major. Here, we report the longer-term results of a randomized controlled trial comparing corequisite remediation (with statistics) and traditional algebra remediation (297 students per group). The corequisite group not only demonstrated significantly higher quantitative course pass rates but also success in many other disciplines, as well as significantly higher graduation rates. We also report the results of two quasi-experimental analyses (propensity score matching) demonstrating higher pass rates for corequisite mathematics remediation with 347 additional students in different settings. Policies requiring corequisite mathematics remediation can result in greater student success than is obtained with traditional remediation.

中文翻译：

---

必备数学补救：随着时间的推移以及在不同上下文中的结果

传统数学辅导是基于传统数学辅导课程可以提高学生随后的学习成绩的理论。但是，大多数分配给这些课程的学生没有通过这些课程，因此无法毕业。另一种方法，共修课件辅导，将学生分配到具有额外学术支持的大学水平定量课程，通常与学生的专业相匹配。在这里，我们报告了一项比较随机对照试验的长期结果，该试验比较了必要条件补救（带有统计）和传统代数补救（每组297名学生）。共同必备小组不仅证明了定量课程通过率显着提高，而且在许多其他学科中也取得了成功，并且毕业率也显着提高。我们还报告了两次准实验分析（倾向得分匹配）的结果，这些结果表明与347名其他学生在不同环境中进行的必备数学补救的及格率更高。与传统的补救方法相比，要求进行必要的数学补救的策略可以使学生获得更大的成功。