In 2009, Johnson County Community College (JCCC) was selected to participate in the nascent Achieving the Dream (AtD) initiative. As part of that participation, the college was expected to identify significant barriers keeping their students from completing degrees and certificates. After analyzing student completion data among JCCC mathematics students, the college determined that two high-risk groups were: 1) students placing into developmental mathematics courses and; 2) students enrolled in College Algebra, the so-called gateway mathematics course at the college. In an attempt to improve success rates among those two groups of students, the mathematics division at JCCC created two initiatives—one initiative designed to improve success rates of students in developmental mathematics courses and the other initiative designed to improve success rates of students in College Algebra. This report presents an analysis of the effectiveness of:

  • Accelerated Review Classes (ARCs) for students testing into developmental mathematics and
  • Peer-Led Supplemental Project-Based Instruction (PSPI) sessions for students enrolled in College Algebra classes at JCCC.

Data from students enrolled during the fall 2010 or spring 2011 semester were examined. The results of quantitative data analysis on persistence, success, understanding of key course concepts, and attitude toward mathematics, along with the results of qualitative data analysis on student, tutor, and instructor perceptions of the effectiveness of these initiatives are presented in this report.