Those outcomes include:

  • U-Pace significantly reduced the achievement gap between disadvantaged students and non-disadvantaged students from 14.08 percentage points to 8.54 percent
  • 47.6 percent more of UWM’s low-income learners earned As and Bs after working in the U-Pace program
  • Overall, 41.9 percent more U-Pace learners earned As and Bs than traditional students did

Through the U-Pace approach, students study small units at a time and must demonstrate mastery and competency before they progress to new material.

Course instructors use learning analytics within the platform, such as quiz scores, number of quiz attempts, and time elapsed since the last quiz, to determine the type of amplified assistance, or proactive support, students might need.

Instructors have access to templates that help them respond to the learning analytics in order to meet students exactly where they need help.

While the approach helps close the achievement gap between Pell Grant-eligible students and those who are not Pell Grant-eligible, it also helps students who are academically underprepared—those who come to higher education with lower ACT or SAT scores, or those who are enrolled in remedial math or English courses, she said.

“Using these learning analytics, we have this great information about students, so we can personalize what they need to help them achieve success,” Reddy said. “It recognizes that small successes lead to large successes.”

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