Factors Associated With Completion: Pathways Through Developmental Mathematics. (May 2022)

• Record Type: Journal Article
• Authors: Howell, Elizabeth; Walkington, Candace
• Is Part Of: Journal of college student retention. Volume 24:Number 1(2022)
• Page Start: 43
• Page End: 78
• Publication Date: 2022-05
• Subjects: developmental mathematics -- community college -- course format -- tutoring; College dropouts -- Periodicals; College dropouts -- Prevention -- Periodicals; College attendance -- Periodicals; 378.16913
• DOI: 10.1177/1521025119900985
• Languages: English
• ISSNs: 1521-0251

Abstract

This study examines two 5-year longitudinal data sets of community college students ( n = 595 and n = 593) to explore factors associated with successful outcomes in developmental mathematics. Logistic regression models consider the role of demographic factors, course format, and student support structures on the likelihood of a student completing the developmental sequence and subsequently passing a credit-level mathematics course. Additional linear regression models examine the time required to complete developmental coursework. Tutoring has a strong association with positive student outcomes, as does full-time enrollment and developmental mathematics coursework grades. Alternative course formats are also associated with increased likelihood of success for students, but some alternative formats delay a student's time line. Implications for developmental mathematics programs in community college settings are discussed.