Developmental math courses have long been considered a barrier for students (Benken et al., 2015), especially for minority and low-income students, who are enrolled in developmental courses disproportionately to their peers (Chen, 2016). Research has shown that various redesign efforts (e.g., multiple measures placement, corequisite support,…

The purpose of this mixed method study is to determine the effectiveness of the corequisite model on collegiate mathematics developmental education. Corequisite models are designed to allow students who place into pre-college level courses to complete the prerequisite material and college-level coursework simultaneously in their first semester.…

Using a transcendental phenomenological approach, this study explored what and how noncognitive characteristics including self-concept, self-appraisal, navigation of the system and racism, goal-setting, an available support person, leadership experience, community involvement, and acquired knowledge impacted the learning experiences of students…

Background. Placement in developmental education in college is associated with negative effects on credits earned, course achievement, and degree attainment (Valentine, Konstantopoulos, & Goldrick-Rab, 2017) and requires substantial investments with costs to students and institutions estimated at $1.3 and $7 billion (Ganga, Mazzariello &…

Objective: Developmental education provides postsecondary students requisite skills to take credit-bearing coursework. Yet, racial disparities exist in which students are most likely to be placed into developmental education. The present study investigates how multiple measures of students' mathematics background ameliorate racial disparities in…

Developmental education programs and services have long provided underprepared and unprepared postsecondary students with the academic tools and life-management skills necessary to successfully complete collegelevel coursework. Legislation and policy changes, including implementing statewide minimum admissions requirements and restricting…

Many students graduate from high school without adequate proficiency in mathematics, which is necessary to successfully undertake the challenges of college-level mathematics courses. As the underprepared students pursue postsecondary education, these institutions are required to provide remediation in mathematics to equip them with basic…

Using a novel design approach, a randomized experiment (RE) was embedded within a regression discontinuity (RD) design (R-RE-D) to evaluate the impact of developmental mathematics at a large midwestern college ("n" = 2,122). Within a region of uncertainty near the cut-score, estimates of benefit from a prospective RE were closely…

The Community College Pathways (CCP) program had an outstanding second year. In 2012-2013, the program reproduced the positive outcomes realized in the first year of implementation, including successful course completion rates of over 50 percent for both Pathways. Simultaneously, the administration of the Pathways has continued to develop and…

This quantitative research study considered three academic factors, seven student-level variables, and four success measures across ten years of academic data related to undergraduate remedial mathematics beginning with the 2009-2010 academic year and ending with the 2018-2019 academic year. Secondary data was used to determine if there was a…

Community colleges are a large sector of postsecondary education. In 2016-2017, the United States had nearly 1,000 public 2-year postsecondary institutions (community colleges), serving almost nine million students, representing 39% of all undergraduates. The majority of entering community college students require developmental (or remedial) math.…

In order to improve student success within developmental programs, we conducted a study of 1st year students taking required, developmental mathematics courses at a large, urban public university. Findings suggest that merely the number of years of mathematics that students take in high school is not a precise indicator of student readiness and…

Objective: Quantway is a Carnegie Math Pathways initiative, which redesigns the content, pedagogy, and structure of traditional developmental mathematics courses to simultaneously tackle traditional barriers to student success and support a broad range of developmental students in achieving their mathematics potential. Specifically, Quantway is a…

The Iowa Department of Education (Department) collects information on developmental education (Dev. Ed.) from Iowa's 15 community colleges on an annual basis. Dev. Ed. courses are offered in mathematics, reading, writing, English as a Second Language (ESL), and in other subject areas, such as financial literacy and skill building. These credits do…

The Iowa Department of Education (Department) collects information on developmental education (Dev. Ed.) from Iowa's 15 community colleges on an annual basis. Dev. Ed. courses are offered in mathematics, reading, writing, English as a Second Language (ESL), and in other subject areas, such as financial literacy and skill building. These credits do…