Effects of Delaying College-Level Mathematics Course Enrollment for Remedial Students

Abstract

Mathematics has been a barrier for degree attainment. Research has focused on mathematics generally and not the transition from remedial to college-level coursework. This study examined the effects of delaying enrollment in college-level mathematics on student success. Propensity score matching minimized bias between immediate and delayed enrollment in a college-level course. Our findings indicated that delaying enrollment in a college-level course changed the likelihood a university retained first-time remedial mathematics students after Years 1 and 2. No evidence was found to suggest remedial students’ decision to delay enrollment in a college-level course affected undergraduate grade point average or earning a passing grade in college-level mathematics. Results of course performance were biased toward those who attempted a college-level mathematics course; 25.7% of the matched sample who completed their remedial courses never enrolled in a college-level mathematics course, and most of those departed early. Our results support the importance of early completion of mathematics.