Completing the Remedial Sequence and College-Level Credit-Bearing Math

Abstract

Mathematics is the most common subject area of remedial need and the majority of remedial math students never pass a college-level credit-bearing math class. The majorities of studies that investigate this phenomenon are conducted at community colleges and use some type of regression model; however, none have used a continuation ratio model. The purpose of this study was to assess student persistence through the remedial math sequence and successfully passing a college-level credit-bearing math course using binary, cumulative, and continuation ratio logistic regression models at 2- and 4-year public institutions. Findings showed the pre-algebra grade was the strongest predictor of completing each course in the remedial sequence and passing a college-level credit-bearing math class. Also, continuation ratio logistic regression provided methodological advantages over binary and cumulative logistic regression.