In this study, we use cost to students and cost to institutions to estimate the cost per student and assess the cost-effectiveness of MMRI–FITW statistics-based vs. traditional algebra-based approach to developmental mathematics education for increasing student enrollment in college credit-bearing mathematics. The results indicate participating in the MMRI–FITW statistics-based vs. traditional algebra-based approach reduces education costs by approximately 7 percent and is 36 percent more cost-effective for increasing student enrollment in college-credit mathematics. The article concludes with the implications of the cost-effectiveness results for scaling the MMRI–FITW statistics-based approach.

This research study describes the redesign of a developmental mathematics course at a U.S. East Coast university to decrease the amount of time it takes for students to complete their developmental requirement and increase the success rate of students who move on to college-level mathematics. Recommendations for colleges and universities are included.