How Extending Time in Developmental Math Impacts Student Persistence and Success: Evidence from a Regression Discontinuity in Community Colleges

2017 ◽  
Vol 40 (2) ◽  
pp. 267-306 ◽  
Author(s):  
Federick Ngo ◽  
Holly Kosiewicz
Keyword(s):  
Community Colleges ◽  
Student Persistence ◽  
Regression Discontinuity ◽  
Developmental Math

The Effect of Developmental Math on STEM Participation in Community College: Variation by Race, Gender, Achievement, and Aspiration

2020 ◽  
pp. 016237372097372
Author(s):  
Elizabeth S. Park ◽  
Federick Ngo
Keyword(s):  
Community College ◽  
Community Colleges ◽  
Regression Discontinuity ◽  
Developmental Math ◽  
Regression Discontinuity Design ◽  
Science Technology ◽  
Math Placement ◽  
And Mathematics ◽  
The Impact ◽  
Gender Achievement

We use regression discontinuity design to examine the impact of placing into developmental math on science, technology, engineering, and mathematics (STEM) participation in community colleges and whether these relationships differ for underrepresented racially minoritized (URM), women, STEM-oriented, and STEM-aspiring students. Results show that lower math placement was a deterrent to both math progression and STEM participation, especially for those at the margin of placement in transfer-level math. Subgroup analyses suggest that lower math placement may have supported women, and to a lesser extent URM students, in completing transferable STEM credits. For STEM-oriented students, we find suggestive evidence that lower placement deterred them from accumulating transferable credits. We discuss how community colleges can support these students and bolster the community college STEM pathway.

Southeast Asian and Pacific Islander Student Progression through Community College: A Disaggregated Transcript Analysis

2019 ◽  
Vol 121 (8) ◽  
pp. 1-32
Author(s):  
Federick Ngo ◽  
Jenna Sablan
Keyword(s):  
Community College ◽  
Community Colleges ◽  
Postsecondary Education ◽  
Research Question ◽  
Pacific Islander ◽  
College Persistence ◽  
Southeast Asian ◽  
Developmental Math ◽  
Transcript Analysis ◽  
Asian And Pacific Islander

Background/Context Research on the postsecondary education of Asian and Pacific Islander (API) students has typically focused on attainment within four-year colleges and neglected the experiences of API students in community colleges. However, many API students pursuing postsecondary education, particularly Southeast Asian and Pacific Islander (SEAPI) students, do so through U.S. community colleges. The progress and achievement of these students in community college remains largely unstudied, due in part to the limited availability of disaggregated data. Purpose/Objective/Research Question/Focus of Study (1) To what extent do API students, and specifically SEAPI students, achieve community college progress milestones, such as enrollment, completion of gatekeeper courses, and attainment of degree- and transfer-applicable credits? (2) How are these students progressing through developmental math? Research Design We examine the academic progress of API students using transcript data from a large California community college district. The disaggregated race/ethnicity data allow us to focus on oft-overlooked API subgroups. Focusing on SEAPI students, we analyze momentum towards key college persistence and completion milestones. We also track progression through developmental math education, one of the key barriers community college students face in completing community college. Findings In our disaggregated transcript analysis, we find that SEAPI students are less likely than their peers to achieve college milestones such as completing math courses and earning the degree-applicable units necessary for degree completion or transfer. Seeking explanations for these differences within the context of developmental education, we observe that SEAPI students are significantly less likely than their peers to attempt developmental math courses, though the data suggest they are more likely to complete courses when they do attempt them. These relationships hold after controlling for differences in the demographic characteristics of these students. Conclusions/Recommendations These findings point towards non-academic and institutional explanations for lower rates of college persistence and completion and offer direction for policy efforts and institutional practice to support these students.

Student Persistence in Community Colleges

2012 ◽  
Vol 36 (8) ◽  
pp. 591-613 ◽  
Author(s):  
Mikiko A. Nakajima ◽  
Myron H. Dembo ◽  
Ron Mossler
Keyword(s):  
Community Colleges ◽  
Student Persistence

Aboriginal student strength to persist and Indigenous Knowledges in community colleges

2015 ◽  
Vol 5 (1) ◽  
pp. 53-62
Author(s):  
Elizabeth Erwin ◽  
Linda Muzzin
Keyword(s):  
College Students ◽  
Community Colleges ◽  
First Nations ◽  
Student Persistence ◽  
Aboriginal Peoples ◽  
Community Members ◽  
Aboriginal Communities ◽  
Content Type ◽  
Indigenous Knowledges ◽  
Aboriginal Students

Purpose – The purpose of this paper is to document experiences of Aboriginal students in community colleges from the perspective of Aboriginal communities rather than policymakers and shows how these communities support student persistence in college. Design/methodology/approach – Interviews with 16 Aboriginal college students, staff and community members were undertaken with Aboriginal guidance, and analysis was undertaken informed by the writings of Aboriginal scholars. Findings – The major finding was that First Nations students experience a disconnect between the epistemology of Aboriginal peoples and ways of being in community colleges. Most demonstrate bravery and persistence in their studies as well as resistance to assimilation. Understanding and support is provided by surrounding Aboriginal communities, based on their appreciation of the epistemological roots of the problem. Practical implications – Frequent reference to the absence of Indigenous Knowledges suggests that more must be done to make Aboriginal students feel safe in colleges where they are in the minority. In view of their feeling of “disconnect,” safe Aboriginal centers, or “homes away from home” are one of many ways to support these students. Originality/value – The research challenges assimilationist approaches to Aboriginal college students, and highlights supporting Indigenous peoples, as described in global terms by Indigenous scholars.

scholarly journals Contextualizing Developmental Math Content into Introduction to Sociology in Community Colleges

2017 ◽  
Vol 46 (1) ◽  
pp. 25-33 ◽  
Author(s):  
Stuart Parker ◽  
Amy E. Traver ◽  
Jonathan Cornick
Keyword(s):  
Community College ◽  
New York ◽  
Community Colleges ◽  
Social Life ◽  
The United States ◽  
Pass Rate ◽  
Developmental Math ◽  
Control Group ◽  
Math Skills ◽  
Control Group Design

Across community colleges in the United States, most students place into a developmental math course that they never pass. This can leave them without the math skills necessary to make informed decisions in major areas of social life and the college credential required for participation in growing sectors of our economy. One strategy for improving community college students’ pass rate in developmental math courses is the contextualization of developmental math content into the fabric of other courses. This article reviews an effort to contextualize developmental math content (i.e., elementary algebra) into Introduction to Sociology at Kingsborough Community College and Queensborough Community College, both of the City University of New York, during the spring 2016 semester. Data from a pretest/posttest control-group design implemented across the two campuses reveals the significance of this strategy for some sociology students’ grasp of discrete mathematical skills and success in developmental math.

A Developmental and Holistic Approach to Learning and Meeting the Needs of the Workforce

2015 ◽  
pp. 146-161
Author(s):  
Fernando Valle ◽  
Stacy A. Jacob ◽  
Rachel Torres ◽  
Evelyn Hiatt
Keyword(s):  
Higher Education ◽  
Community Colleges ◽  
Student Persistence ◽  
Developmental Process ◽  
Underrepresented Students ◽  
Holistic Approach ◽  
Career And Technology Education ◽  
Implementation Challenges ◽  
Global Workforce ◽  
Innovative Leadership

This chapter examines the partnerships and holistic and developmental process of Advancement Via Individual Determination (AVID) for Higher Education in two community colleges. Innovative leadership practices and partnerships by administrators, faculty and staff to improve institution and workforce success are at the center of these two community college case studies. Real implementation challenges such as student persistence and participation, faculty buy-in, were faced. Supporting career and technology education plus new approaches in teaching were part of the paradigm shift that contributed to the overall success of students and faculty participating in AVID for Higher Education (AHE). The study uses the AHE framework as a system for community colleges to leverage rigor and skill development for a global workforce. This case study highlights the work to improve faculty pedagogy and engagement and support historically underrepresented students to continue the improvement of college completion, transition and be workforce ready.

Learning Communities for Students in Developmental Math: Impact Studies at Queensborough and Houston Community Colleges

2011 ◽  
Author(s):  
Evan Weissman ◽  
Kristin F. Butcher ◽  
Emily Schneider ◽  
Jededish Teres ◽  
Herbert Collado ◽  
...  
Keyword(s):  
Community Colleges ◽  
Learning Communities ◽  
Developmental Math ◽  
Impact Studies
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