Progression and Completion Rates of Remedial Students in a Community College Setting

Abstract

This quantitative, retrospective study for the Dissertation in Practice analyzed progression and completion rates of first-time freshmen college students who were placed into remedial courses and those who were placed into college level courses. The cohort was made up of first-time freshmen students who enrolled in the fall of 2013 at a rural community college in New Mexico. An enterprise resource planning system called “Banner” was utilized to gather demographic information, remedial and non-remedial course enrollment data, and information pertaining to progression and completion of certificates and degrees. The majority of students in this study tested into remedial level math and English with a low percentage completing college with a certificate or an associate’s degree. Statistical measures included frequencies of multiple variables, probit regression, Pearson’s Chi-Square, and Fisher’s Exact test. While several predictors for completing college were identified, successful completion of a college-level or gateway English course was the single variable found to predict successful completion of a certificate or an associate degree. Making evidence-based changes in placement practices and remedial teaching methods can increase the number of students who complete college level English, while increasing the number of remedial students who graduate with a certificate or an associate’s degree. Keywords: remedial, community college, first-time freshmen