TY - JOUR
T1 - Math Requirement Fulfillment and Educational Success of Community College Students
T2 - A Matter of When
AU - Wang, Xueli
AU - Wang, Yan
AU - Wickersham, Kelly
AU - Sun, Ning
AU - Chan, Hsun Yu
N1 - Publisher Copyright:
© 2016, © The Author(s) 2016.
PY - 2017/4/1
Y1 - 2017/4/1
N2 - Objective: In community colleges, achieving competence in math is critical to students’ timely progression through coursework and eventual educational success; yet, it remains unclear when the optimal timing to complete required math courses is in order to maximize the chance of completing a credential on time. This study examines the timing of college-level math requirement fulfillment in relation to the longer term success of community college students. Method: Utilizing survey data and transcript records of 320 students from an urban community college, we performed a survival analysis to investigate how the precise academic terms in which students complete math requirements, taking into account other student behaviors, are related to credential completion. Results: Findings reveal that completing math requirements at earlier (e.g., first semester) or later (e.g., fourth or fifth semester) stages of college is related to a higher rate of credential completion. Students who engage in active learning, find academics challenging, and feel academically supported have a higher probability of completing a credential, whereas student-faculty interactions are negatively related to credential completion. Contributions: Our findings reveal that fulfilling college-level math requirements early on promises higher odds of credential completion. However, this momentum can be achieved by completing math requirements in Term 1, or it can also be delayed until Terms 4 or 5. It is thus imperative to find ways to more accurately assist community colleges and their students in planning the educational pathways, programs, and services that prevent students from stumbling over necessary math requirements and maximize overall success.
AB - Objective: In community colleges, achieving competence in math is critical to students’ timely progression through coursework and eventual educational success; yet, it remains unclear when the optimal timing to complete required math courses is in order to maximize the chance of completing a credential on time. This study examines the timing of college-level math requirement fulfillment in relation to the longer term success of community college students. Method: Utilizing survey data and transcript records of 320 students from an urban community college, we performed a survival analysis to investigate how the precise academic terms in which students complete math requirements, taking into account other student behaviors, are related to credential completion. Results: Findings reveal that completing math requirements at earlier (e.g., first semester) or later (e.g., fourth or fifth semester) stages of college is related to a higher rate of credential completion. Students who engage in active learning, find academics challenging, and feel academically supported have a higher probability of completing a credential, whereas student-faculty interactions are negatively related to credential completion. Contributions: Our findings reveal that fulfilling college-level math requirements early on promises higher odds of credential completion. However, this momentum can be achieved by completing math requirements in Term 1, or it can also be delayed until Terms 4 or 5. It is thus imperative to find ways to more accurately assist community colleges and their students in planning the educational pathways, programs, and services that prevent students from stumbling over necessary math requirements and maximize overall success.
KW - community college
KW - course-taking
KW - curriculum review
KW - math requirement
KW - transcript analysis
UR - http://www.scopus.com/inward/record.url?scp=85015240787&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85015240787&partnerID=8YFLogxK
U2 - 10.1177/0091552116682829
DO - 10.1177/0091552116682829
M3 - Article
AN - SCOPUS:85015240787
SN - 0091-5521
VL - 45
SP - 99
EP - 118
JO - Community College Review
JF - Community College Review
IS - 2
ER -