Self-Placement in Math Courses at U.S. Community Colleges: Contributing Factors and Impacts on Student Success

Kai Zhao, Toby J. Park-Gaghan, Christine G. Mokher and Shouping Hu

SAGE Open, 2023, vol. 13, issue 2, 21582440231173660

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.

Keywords: community college; developmental education; placement policy; math enrollment (search for similar items in EconPapers)
Date: 2023
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Persistent link: https://EconPapers.repec.org/RePEc:sae:sagope:v:13:y:2023:i:2:p:21582440231173660

DOI: 10.1177/21582440231173660

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