Date of Award

Fall 2017

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Educational Foundations & Leadership

Committee Director

Mitchell R. Williams

Committee Member

Shana L. Pribesh

Committee Member

Dana D. Burnett

Abstract

The purpose of this study was to conduct a rigorous examination of co-enrollment of students in math remediation and college-level math. A quasi-experimental, posthoc design examined the outcomes and the relationships of two groups of students who participated in a pilot project the goal of which was to assess the co-enrolled model that is designed to provide students with mathematics support. One group of students enrolled in a traditional model of developmental mathematics. The second group of students co-enrolled in developmental and college-level math.

The sample for this study was students (N = 7616) from nine community colleges in a U. S. Southeastern state. Students were selected for this study who enrolled in co-enrolled in developmental math and college-level math simultaneously (n = 208) and a control group who enrolled in developmental and college-level math separately (n = 7408). All enrollments occurred during the fall 2016 and spring 2017 semesters. Co-enrolled students completed developmental and college-level math at higher rates than their developmental only peers. The co-enrolled students accumulated fewer credits and attained higher grades in college-level math than the developmental only students.

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DOI

10.25777/1ysj-xx74

ISBN

9780438021976

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