Abstract
Passing through remedial and required math classes poses a significant barrier to success for many community college students. This study uses random assignment to investigate the impact of a “light-touch” intervention, where an individual visited math classes a few times during the semester, for a few minutes each time, to inform students about available services. Entire class sections, rather than individuals, were randomly assigned to program and control groups, reducing the administrative burden for the college of a randomized-controlled experiment. This study finds that the intervention increased students’ use of tutoring services and reduced math class withdrawal rates, but had no effect on overall pass rates. The program did, however, increase the math class pass rates for part-time students, who represented almost 50% of the participants.
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