The Aftermath of Remedial Math: Investigating the Low Rate of Certificate Completion among Remedial Math Students

Autor/in	Bahr, Peter Riley
Titel	The Aftermath of Remedial Math: Investigating the Low Rate of Certificate Completion among Remedial Math Students
Quelle	In: Research in Higher Education, 54 (2013) 2, S.171-200 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0361-0365
DOI	10.1007/s11162-012-9281-4
Schlagwörter	Remedial Mathematics; Two Year College Students; Community Colleges; Dropouts; Academic Achievement; Vocational Education; Certification; Declining Enrollment; College Mathematics + Suchen Sie Ihr Suchwort? Community college; Community College; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Schulleistung; Ausbildung; Berufsbildung; Abschlusszeugnis; Zertifizierung
Abstract	Nationally, a majority of community college students require remedial assistance with mathematics, but comparatively few students who begin the remedial math sequence ultimately complete it and achieve college-level math competency. The academic outcomes of students who begin the sequence but do not complete it are disproportionately unfavorable: most students depart from the community college without a credential and without transferring to a four-year institution. Interestingly, however, many of these students continue to attend the community college after they exit the remedial math sequence, sometimes for an extended period. One is led to ask why students who do not complete the sequence generally are not finding their way to an alternative credential objective that does not require college-level math competency, such as a career and technical education certificate, sometimes referred to as a vocational certificate. In this study, I explore three possible answers to this question, including difficulty navigating to the alternative credential, declining participation in the community college, and declining academic performance. I find that all three of these explanations contribute (to varying degrees) to explaining the low rate of certificate completion among remedial math students who do not achieve college-level math competency. (As Provided).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10