Evaluation of the Transition to College Mathematics and Statistics course
involved both formative and summative components and included mixed
methodologies for data collection and analysis.
Formative evaluation focused on data collected from six
field-test schools in five states during use of the TCMS units
with students who were completing their senior year of high school.
Schools were selected to represent a balance of curriculum backgrounds
from both single-subject and integrated-content organizations.
Data collection during the field-test year
(2011–12) focused on questions of implementation and
usability of the materials with the targeted population (i.e.,
students not intending to major in a field requiring college-level
calculus). Nine teachers were involved in the field-test study
in multiple classrooms comprising approximately 250 students.
Data collection during the formative stage of this project included
multiple multi-day classroom visits to each school, classroom observations
project-designed protocols, unit annotations by and online reports
from teachers as they implemented the TCMS materials, and interviews
with teachers and students representing a range of ability levels.
These data were combined with input from advisory board and teacher
focus group meetings to inform the final version of the TCMS course.
Summative evaluation components included administration
of two types of pre-post beliefs and conceptions of mathematics
surveys, pre-post administration of the ITED-Q Level 17/18 test
of quantitative reasoning skills, development and administration
of a project-developed post-test focused on essential goals of
each TCMS unit, and tracking of students into college-level mathematics
courses. Analyses involving each of these instruments and post-TCMS
course taking patterns and achievement of students who participated
in the field test are ongoing.
Check back periodically for brief reports of findings from the