Project
Developmental Math Equity Gap
Description
Stage one of this project explored whether gender and/or race equity gaps existed in those students taking Developmental Math for the previous five first-time freshmen cohorts.
Address Equity Gaps
4-Year Institution
PWI
Louisiana
Sheryl Shoemaker
Associate Vice President for Institutional Effectiveness, Research, and Planning
Evidence

Stage one data collection did identify a difference for Black male and Black female students as compared to students with other race/ethnicity and gender identities.

Goal

In Fall 2023, the Louisiana Board of Regents will eliminate developmental math and require students be admitted directly into a math course based upon either overall high school GPA, standardized test scores, placement test scores, or dual enrollment course grades in math. If a student does not meet the minimum requirements, the student is placed into a gateway math course that requires a corequisite support model. The first part of the project was to review historical data; the second part of the project will begin with data collection in Fall 2023. The first stage involved identifying if gender and/or race equity gaps existed in those students taking Developmental Math for the previous five first-time freshmen cohorts. Other variables considered were ACT and high school GPA. This data will then be compared to cohorts of first-time freshman students who enter in the Fall 2023 under new requirements.

Lessons Learned

To manage the large amount of data, a PowerBI dashboard will be developed to conduct future research.