Affiliation:
1. Lingnan University, Hong Kong
2. Florida State University, Tallahassee, USA
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.
Funder
Bill and Melinda Gates Foundation
Institute of Education Sciences
Subject
General Social Sciences,General Arts and Humanities
Cited by
1 articles.
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