University of North Carolina – Charlotte
Charlotte, NC
Course: Precalculus Math 1103
The University of North Carolina – Charlotte uses Hawkes’ Precalculus curriculum in all Math 1103 courses. Learn more about the strong correlation instructors here are seeing between the course work completed in Hawkes and student final exams and overall course grades.
Dallas College – Richland Campus
Dallas, TX
Course: Elementary Statistical Methods MATH 1342
Dallas College implemented Beginning Statistics courseware in their corequisite lecture and saw an increase in pass rates as well as a decrease in withdrawals.
Seminole State College
Seminole, OK
Courses: Quantitative Reasoning, Elementary Statistics, Precalculus (Business and Biology)
Seminole State College created corequisite math pathways to offer students the most relevant math content for their fields of study and to increase the number of students who graduate on time.
Piedmont College
Demorest, GA
Course: Rhetoric and Composition
Students in ENGL 1101 improved their grammar skills and had more class time to discuss concepts and ideas rather than focus on remedial topics. Most students earned an A for the overall course.
Rowan College at Gloucester County
Sewell, NJ
Course: Enhanced English Composition
Rowan College’s English faculty implemented Hawkes’ English Composition materials in their accelerated developmental writing course. In the pilot section using Hawkes, 90.5% of students passed.
University of Wisconsin-Green Bay, Sheboygan Campus
Sheboygan, WI
Courses: Prealgebra, Elementary Algebra, and Intermediate Algebra
When the University of Wisconsin-Green Bay, Sheboygan Campus chose to implement a course redesign for three of its developmental math courses, it increased its overall student success in developmental math as much as 27%.
The University of Mississippi
Oxford, MS
Course: College Algebra
A year-long pilot study comparing the efficacy of Hawkes Learning and MyMathLab found that students using Hawkes achieved higher performance on learning outcomes as well as higher success rates overall. Then, when Hawkes was compared to ALEKS in 2017, overall grades averaged higher for Hawkes students.
Crowder College
Neosho, MO
Course: Integrated Communication Arts and Study Skills
When Crowder College implemented Hawkes in COMM 90, the at-risk students who completed the course had nearly identical passing rates in the following course, English 101, as the students who directly placed into the credit-bearing course.
Texas State Technical College – Waco
Waco, TX
Course: College Algebra with Corequisite Intermediate Algebra
By mainstreaming developmental students into co-requisite Intermediate and College Algebra courses, TSTC increased retention rates by 15.3%.
The City College of New York
New York, NY
Course: Basic Mathematics online preparatory course
Incoming students to the Public Service Management Master’s program participated in a pre-semester preparatory course in Basic Mathematics, increasing diagnostic test pass rates from 61% to 95%.
Morehead State University
Morehead, KY
Courses: Introductory Algebra & Intermediate Algebra
After implementing Hawkes courseware into newly designed self-paced online courses, Morehead State saw a 41% increase in the number of students who graduated after passing developmental math.
Lorain County Community College
Elyria, OH
Course: Foundations for Quantitative Reasoning
Students in a non-engineering degree math track can take Lorain County Community College’s 8-week summer course, Foundations for Quantitative Reasoning. During the summers of 2016 and 2017, it was observed that students who completed more than 80% of their homework had a higher average final score than those who completed less than 80%.
Shawnee State University
Portsmouth, OH
Course: Developmental Mathematics
Faculty saw a correlation between homework completion and overall passing rates. When students completed at least 80% of the homework in Hawkes, they had a 93% chance of passing the course.
Arkansas State University
Jonesboro, AR
Courses: Introductory Algebra, Intermediate Algebra, and College Algebra
Due to a large influx of students with developmental math needs, the math
department redesigned developmental courses in order to increase success rates and standardize instruction. After this change, completion rates increased and DFW rates decreased.
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