The Role of Multiple Measures in Community College Developmental Mathematics

IF 1.7 Q2 EDUCATION & EDUCATIONAL RESEARCH

Community College Review Pub Date : 2024-06-12 DOI:10.1177/00915521241259168

Kristen P. Kremer, Carlton J. Fong, Agustín J. García

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Abstract

Objective: Developmental education provides postsecondary students requisite skills to take credit-bearing coursework. Yet, racial disparities exist in which students are most likely to be placed into developmental education. The present study investigates how multiple measures of students’ mathematics background ameliorate racial disparities in developmental math outcomes among U.S. community college students. Methods: The High School Longitudinal Study of 2009 was used to identify sample participants ( n = 3,650) who attended a 2-year postsecondary institution (community college) within 3 years of high school graduation. A series of logistic regression models were employed with developmental math outcomes as dependent variables predicted by multiple measures of student’s math background and demographic covariates. Results: Compared to White students, Black and Hispanic students had poorer developmental math outcomes; however, inclusion of multiple measures of high school math experiences reduced racial disparities. Multiple measures significantly reduced developmental math enrollment by 13% for Black students and 15% for Hispanic students, improved developmental math passing rates for Black students by 25% and Hispanic students by 25%, and improved passing rates for the first college-credit bearing math course for Hispanic students by 73%. Conclusion: The present study highlights how multiple measures of students’ math background might be an important lever for more racially-equitable placement processes. For Black and Hispanic students, the most influential high school measures were high school math GPA, highest high school math course, and math motivation. More work is needed to fine-tune how multiple measures can be used to increase access and equitable outcomes for students.

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多重测量在社区学院发展数学中的作用

目标：发展性教育为中学后学生学习学分课程提供必要的技能。然而，在哪些学生最有可能被安排接受发展教育方面却存在着种族差异。本研究调查了学生数学背景的多种衡量标准如何改善美国社区大学学生数学发展结果的种族差异。研究方法利用 2009 年高中纵向研究（High School Longitudinal Study of 2009）来确定高中毕业后三年内就读于两年制中学后教育机构（社区大学）的样本参与者（n = 3,650）。我们采用了一系列逻辑回归模型，以学生的数学背景和人口统计学协变量的多重测量结果作为因变量，预测学生的数学发展结果。研究结果与白人学生相比，黑人和西班牙裔学生的发展性数学成绩较差；然而，纳入高中数学经历的多重衡量标准缩小了种族差异。多种措施大大降低了黑人学生和西班牙裔学生的发展性数学入学率，分别降低了 13% 和 15%，黑人学生和西班牙裔学生的发展性数学及格率分别提高了 25%，西班牙裔学生的第一门大学学分数学课程及格率提高了 73%。结论：本研究强调了对学生数学背景的多种衡量标准如何成为促进种族公平分班过程的重要杠杆。对于黑人和西班牙裔学生而言，高中阶段最有影响力的衡量标准是高中数学 GPA、高中数学最高课程和数学学习动机。还需要做更多的工作来调整如何使用多种衡量标准来提高学生的入学率和公平结果。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Community College Review EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.40

自引率

7.70%

发文量

期刊介绍： The Community College Review (CCR) has led the nation for over 35 years in the publication of scholarly, peer-reviewed research and commentary on community colleges. CCR welcomes manuscripts dealing with all aspects of community college administration, education, and policy, both within the American higher education system as well as within the higher education systems of other countries that have similar tertiary institutions. All submitted manuscripts undergo a blind review. When manuscripts are not accepted for publication, we offer suggestions for how they might be revised. The ultimate intent is to further discourse about community colleges, their students, and the educators and administrators who work within these institutions.