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Folly Beach Library
9 a.m. - 5:30 p.m.
Phone: (843) 588-2001
Edgar Allan Poe/Sullivan's Island Library
Closed for renovations
Phone: (843) 883-3914
West Ashley Library
9 a.m. – 7 p.m.
Phone: (843) 766-6635
Wando Mount Pleasant Library
9 a.m. – 8 p.m.
Phone: (843) 805-6888
Village Library
9 a.m. - 6 p.m.
Phone: (843) 884-9741
St. Paul's/Hollywood Library
9 a.m. – 8 p.m.
Phone: (843) 889-3300
Otranto Road Library
9 a.m. – 8 p.m.
Phone: (843) 572-4094
Mt. Pleasant Library
9 a.m. – 8 p.m.
Phone: (843) 849-6161
McClellanville Library
9 a.m. - 6 p.m.
Phone: (843) 887-3699
Keith Summey North Charleston Library
9 a.m. – 8 p.m.
Phone: (843) 744-2489
John's Island Library
9 a.m. – 8 p.m.
Phone: (843) 559-1945
Hurd/St. Andrews Library
9 a.m. – 8 p.m.
Phone: (843) 766-2546
Miss Jane's Building (Edisto Library Temporary Location)
9 a.m. - 4 p.m.
Phone: (843) 869-2355
Dorchester Road Library
9 a.m. – 8 p.m.
Phone: (843) 552-6466
John L. Dart Library
9 a.m. – 7 p.m.
Phone: (843) 722-7550
Baxter-Patrick James Island
9 a.m. – 8 p.m.
Phone: (843) 795-6679
Main Library
9 a.m. – 8 p.m.
Phone: (843) 805-6930
Bees Ferry West Ashley Library
9 a.m. – 8 p.m.
Phone: (843) 805-6892
Mobile Library
9 a.m. - 5 p.m.
Phone: (843) 805-6909
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Evaluating the Transition to College Mathematics Course in Texas High Schools. Policy Brief
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- Author(s): Pustejovsky, James E.; Joshi, Megha; Texas Education Research Center
- Language:
English- Source:
Texas Education Research Center. 2020.- Publication Date:
2020- Document Type:
Reports - Research - Language:
- Additional Information
- Availability: Texas Education Research Center. University of Texas at Austin, Pickle Research Campus, 10100 Burnet Road, Bldg #137 TCB, Rm 1.143A, L4500, Austin, TX 78758; Tel: 512-471-4528; Web site: https://texaserc.utexas.edu/
- Peer Reviewed: N
- Source: 10
- Education Level: Secondary Education
High Schools
Higher Education
Postsecondary Education
Two Year Colleges
Grade 12 - Subject Terms: College Readiness; State Legislation; Graduation Requirements; Mathematics Instruction; High School Students; College School Cooperation; Community Colleges; Partnerships in Education; Program Effectiveness; High School Graduates; Graduation Rate; Mathematics Curriculum; High School Seniors; Grade 12; College Attendance; College Mathematics; Enrollment; Remedial Mathematics
- Subject Terms:
- Abstract: To address under-preparation of students for college-level course-work, Texas House Bill 5 (HB5) introduced a number of substantive changes to the state high school curriculum and graduation requirements. Among its provisions, HB5 created a requirement that school districts offer a college preparatory mathematics course for students not meeting college readiness standards in mathematics by the end of their third year of high school. It further required that the course be offered through a partnership with an institution of higher education--typically a community college--and that successful completion of the course must satisfy the partner institution's requirements for enrollment in college-level coursework. One curriculum designed with the goals and requirements of HB5 is the Transition to College Mathematics Course (TCMC), developed by the Charles A. Dana Center. TCMC was offered at high schools in eight districts across central Texas during the 2016-17 school year and in thirty districts during the 2017-18 school year. To estimate the effects of participating in the course, the study compared twelfth-grade students who participated in TCMC to observationally similar twelfth-grade students from the same cohort, but who did not enroll in the course. This brief focuses on outcomes for the Fall semester one and two years after enrolling in the course. Across both cohorts, students who participated in TCMC graduated from high school at higher rates than students in the comparison groups. Findings from this study suggest that participating in TCMC could have shifted some students who might otherwise have enrolled in four-year institutions towards enrolling in community college instead. This impact would be consistent with the incentive structure of the college preparatory course requirements created by HB5, in that the successful completion of the course provided exemption from proficiency exams only at the partner institution.
- Abstract: ERIC
- Publication Date: 2021
- Accession Number: ED612362
- Availability:
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