Why Does it Work?

Since the development of AMP in 2009, we have attempted to determine which features of AMP are responsible for its success. Through pre- and post-semester student and faculty surveys, we have identified five features of AMP that seem to account for most of the improved success rates:

Cohort Structure – AMP students are part of a cohort. Meeting for six hours per week with the same students allows for strong bonds to form between students and the instructor. Students are more willing to form study groups, assist one another, and offer encouragement than in traditional classes.

Content Overlap – Subsequent math courses often have overlapping topics. The slight overlap in topics in an accelerated course pair provides built-in “extra time” during the semester to focus on individualized instruction, difficult topics, lab activities, or review for major assessments.

Content Integration – Since course content is integrated, students see the connection between two consecutive courses. The courses no longer seem disjoint! Algebra skills and application can be taught concurrently, addressing that question, “Where is this used in real-life?!”

Pygmalion Effect – We are challenging students to reach higher expectations. Students will often rise to the expectations set by the instructor.

Confidence – Most students are intimidated by one math course. When they succeed at two math courses, their confidence level skyrockets. Students successful in AMP think they can tackle any challenge and we think this positively impacts retention in subsequent semesters.

Accelerated Mathematics Program

at the Community College of Baltimore County

Contact us: Jesse Kiefner, AMP Director, (443) 840-3737
Danielle Truszkowski, AMP Assistant Director, (443) 840-1528
Email: AMP@ccbcmd.edu