Abstract
Self-placement in math is becoming increasingly popular in community colleges in the U.S., where students will decide for themselves whether to enroll in non-credit developmental (or remedial) math courses. To fully understand the factors associated with students’ math enrollment choices and the long-term effects of initial math enrollment choices, we use data from all first-time-in-college students in the Florida College System to conduct a multinomial logistic regression analysis and an inverse-probability regression adjustment analysis. We find that most students chose to directly enroll in college-level math, with significant differences by gender and high school math preparation. First-year math enrollment choices were significantly associated with likelihood of passing college-level math and the number of college credits by the third year.
| Original language | English |
|---|---|
| Article number | 215824402311736 |
| Journal | SAGE Open |
| Volume | 13 |
| Issue number | 2 |
| Early online date | 20 May 2023 |
| DOIs | |
| Publication status | Published - 20 May 2023 |
Bibliographical note
Publisher Copyright:© The Author(s) 2023.
Funding
The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A160166 to Florida State University, and in part by a grant from the Bill & Melinda Gates Foundation. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education, or the Gates Foundation.
Keywords
- community college
- developmental education
- placement policy
- math enrollment
