Is Learning in Developmental Math Associated With Community College Outcomes?

Abstract

Objective: Remedial mathematics courses are widely considered a barrier to student success in community college, and there has been a significant amount of work recently to reform them. Yet, there is little research that explicitly examines whether increasing learning in remedial classes improves grades or completion rates. This study examines the relationship between procedural and conceptual learning in developmental math and measures of progress toward a degree, such as grades. Method: A mathematical skills assessment was given to all intermediate algebra students at a large, urban community college, and to students in the following collegelevel class at the beginning of the next term. Assessment scores were compared with student characteristics, grades in intermediate algebra, grades in college-level math, and whether the student earned a credential. Results: After controlling for grades in previous classes, procedural algebra skills were not associated with higher grades in college-level math. Conceptual mathematics proficiency was associated with higher grades in general education math but not in precalculus. In developmental classes, however, learning gains were primarily procedural, which were correlated with grades. In addition, students who took at least one term off of math had significantly lower procedural skills but not conceptual skills. Contributions: The findings challenge the assumption in community college research that increased student learning in remedial mathematics will improve student outcomes. The results suggest that the type of mathematics taught in developmental classes can have an effect on student outcomes. Instruction focused on procedural skills may not be preparing students for college mathematics.

The shape of educational inequality

“…Students’ ability to earn college credits has a fundamentally different distribution than that of intelligence and academic achievement tests. This is consistent with previous research showing that tests of knowledge have limited relationship with more comprehensive measures of ability to be successful in school, like grade point average (GPA) ( 3 , 43 ). Even students who are academically knowledgeable are subject to different types of knowledge tests and to instructors with wildly varying grading practices ( 44 – 46 ) and pedagogical practices ( 9 , 10 ).…”

Exploring Student Success Strategies in Developmental Education at the Community College Level

“…Some cases, including this study's participants, may require their education to take a back seat (Quarles & Davis, 2017). Several participants had to leave school to organize their lives before returning.…”

“…Across the United States, community colleges have open or broad admissions policies to create a gateway to higher education for anyone desiring to attend. The only primary requirement to enroll is a high school diploma or equivalent, such as a general education degree (Quarles & Davis, 2017). While community colleges enroll approximately 45% of all college students, a significant number of these individuals are underprepared to take college-level courses (Crocker & Mazer, 2019).…”

(Mis)Measuring Developmental Math Success: Classroom Participants’ Perspectives on Learning

“…For instance, average completion rates mask the variation that occurs across and within colleges (Moss, Kelcey, & Showers, 2014), and in turn, fail to illuminate the specific contextual conditions that shape students' paths. Ultimately, completion rates and other measures of students' progress to degree reveal little about the quality of classroom-level teaching and learning (Cox, 2015), nor do they reflect the knowledge, competencies, or dispositions that students gain from attempting their developmental math MISMEASURING DEVELOPMENTAL MATH SUCCESS 10 coursework (Quarles & Davis, 2017). Quarles and Davis's (2017) study of the relationship between student learning in intermediate algebra and students' paths through college-level math at a community college in Washington offers compelling evidence of the questionable value of students' gains in procedural fluency while enrolled in the developmental math course.…”