Date of Award

Spring 5-2022

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Educ Foundations & Leadership

Program/Concentration

Community College Leadership

Committee Director

Linda Bol

Committee Member

Cherng-Jyh Yen

Committee Member

Mitchell R. Williams

Abstract

Although nearly half of community college students require some type of remediation, less than one-third of the students who start in developmental education graduate within eight years (Park, Tandberg, Hu, & Hankerson, 2016). As such, there is great uncertainty regarding the effectiveness of developmental education (Ari et al., 2016; Bailey et al., 2013). Additionally, because most institutions rely on standardized testing to determine student course placements, many critics blame placement testing procedures for the perceived ineffectiveness of developmental education (Fletcher, 2014; Jaggars & Hodara, 2013). However, rather than adjust placement procedures, some states moved away from mandated placement, and in 2013, the Florida legislature passed Senate Bill 1720, effectively eliminating college placement requirements for most students by making developmental education course enrollment optional.

This study examines the relationship between developmental education enrollment options and the mathematics achievement of students at one community college in Florida. Logistic regression analyses were used to examine the relationship between mathematics achievement (defined as course success and course grade) and developmental course enrollment. Logistic regression analyses were also conducted to examine the relationships between socioeconomic status, race/ethnicity, enrollment status, developmental course enrollment, and mathematics achievement.

DOI

10.25777/2xf7-7c11

ISBN

9798834003342

ORCID

0000-0002-6761-6526

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