Ready or not? Unprepared for community college mathematics: an exploration into the impact remedial mathematics has on preparation, persistence and educational goal attainment for first-time California community college students

Abstract

The purpose of this study was to develop a better understanding about the relationship between community college course placement based on assessment and its effects on a student’s education and/or career goals. This study was conducted to specifically address (1) the relationship between educational goals and remedial math placement for first-time freshmen entering a California community college, (2) how the number of math classes completed in high school affects math placement in community college, (3) what academic resources and support services college remedial math students find helpful, and, lastly, (4) what administrators in postsecondary and secondary education do to increase alignment of mathematics curriculum and expectations. This study applied a mixed-methods approach in that 24 first-time community college students completed a survey. From those, six students as well as four high school and two community college administrators participated in semi-structured in-person interviews. Through triangulation, this study’s findings indicate that a student’s community college placement has an effect or impact on their attaining their education and/or career. Moreover, several factors affect a student’s assessment results: highest level of mathematics completed previously, prior academic preparation, course-taking behaviors, and self-efficacy. Overall, this research provides an in-depth understanding about the factors that have an impact on students’ perceptions of their placement and how this will influence their decisions regarding their education and/or career goals.