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Self-Placement in Math Courses at U.S. Community Colleges: Contributing Factors and Impacts on Student Success

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Listed:
  • Kai Zhao
  • Toby J. Park-Gaghan
  • Christine G. Mokher
  • Shouping Hu

Abstract

Self-placement in math is becoming increasingly popular in community colleges in the U.S., where students will decide for themselves whether to enroll in non-credit developmental (or remedial) math courses. To fully understand the factors associated with students’ math enrollment choices and the long-term effects of initial math enrollment choices, we use data from all first-time-in-college students in the Florida College System to conduct a multinomial logistic regression analysis and an inverse-probability regression adjustment analysis. We find that most students chose to directly enroll in college-level math, with significant differences by gender and high school math preparation. First-year math enrollment choices were significantly associated with likelihood of passing college-level math and the number of college credits by the third year.

Suggested Citation

  • Kai Zhao & Toby J. Park-Gaghan & Christine G. Mokher & Shouping Hu, 2023. "Self-Placement in Math Courses at U.S. Community Colleges: Contributing Factors and Impacts on Student Success," SAGE Open, , vol. 13(2), pages 21582440231, May.
    • Handle: RePEc:sae:sagope:v:13:y:2023:i:2:p:21582440231173660
    DOI: 10.1177/21582440231173660
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    References listed on IDEAS

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