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

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.

Exploring Sense of Belonging, Socioacademic Integrative Moments, and Learning Communities Related to ELs’ Persistence Based on Reenrollment Decisions in Community Colleges

2020 ◽  
pp. 009155212096487
Author(s):  
Tiberio Garza ◽  
Margarita Huerta ◽  
Hugo A. García ◽  
Jared Lau
Keyword(s):  
Community College ◽  
Community Colleges ◽  
Learning Communities ◽  
English Learners ◽  
Sense Of Belonging ◽  
Equation Modeling ◽  
Future Research ◽  
Direct Effects ◽  
Measurement Models ◽  
Positive Direct

Objective: The objective of this study was to create a model of English learners’ (ELs) persistence based on theory and empirical research. Findings from this research informs community college educators in helping ELs persist and guide future research regarding this important student population. Method: We examined ELs’ persistence using structural equation modeling (SEM) based on data from the Community College Survey of Student Engagement (CCSSE) among a U.S. national sample of 6,872 ELs. SEM was informed through the means of measurement models for latent variables. Reliability and validity were assessed through Cronbach’s alpha, principal component analysis, and fit indices. Results: Our results show that (a) sense of belonging had significant and positive direct effects on ELs’ persistence based on reenrollment decisions, (b) socioacademic integrative moments had significant and positive direct effects on ELs’ sense of belonging, and (c) learning communities had significant and positive direct effects on ELs’ socioacademic integrative moments and sense of belonging. Contributions: Community colleges offer broad access to postsecondary education for ELs, or students in the process of learning English as a second or other language. As a whole, our study contributes to a better understanding of how ELs may persist in their academic studies. We further discuss the implications of our findings in light of policy, practice, and future research.

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.

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.

LEARNING COMMUNITIES AND COMMUNITY COLLEGES: A CASE STUDY

2002 ◽  
Vol 26 (10) ◽  
pp. 763-775 ◽  
Author(s):  
Jim Killacky ◽  
Cheryl Thomas ◽  
Annette Accomando
Keyword(s):  
Community Colleges ◽  
Learning Communities
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