Abstract
The number of undergraduates placing into developmental or “remedial” coursework continues to increase. This rise is concerning because developmental or “remedial” coursework creates barriers for many students. This mixed method study examines a holistic approach to placement. After one-on-one interviews with mathematics faculty, students (N = 8) within two points of passing our mathematics placement test (MPT) were given the opportunity to enroll in college-level coursework (Business Calculus) instead of the developmental coursework (Algebra). There were no significant differences in final exam and course grades between these students and those who initially placed into the course. Additionally, the qualitative data revealed many common themes and future ideas for intervention.
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