STUDENT SUCCESS IN ACCELERATED LEARNING IN REMEDIAL MATHEMATICS

The purpose of this study was to determine the impact of redesigned remediation on technical students’ achievement rates. Low retention and graduation rates are compelling educators and policymakers in postsecondary institutions across the nation to design operational methodologies to improve student access and success and in turn, enable more students to graduate on time. Large numbers of students enrolled in remedial coursework and lack of substantive success for these students led many postsecondary institutions to redesign the developmental coursework offering and delivery. Developmental education was intended to be a connection between high school under-preparedness and college readiness, although the retention and graduation rates of remedial students across the nation do not depict the success of remedial programs. Approximately, $3 billion was incurred on developmental coursework across the United States, but only nominal success rates were noticeable. The findings of this study indicated that remedial students enrolled in the sequential mathematics course progression were more likely to succeed in the gatekeeper course and achieve the associate degree in fewer semesters, in comparison to students enrolled in the redesigned accelerated mathematics coursework. A binary logistic regression comprised of significant variables such as age, race, gender, income, and remedial coursework model enrollment was explored to predict the probability of characteristics of students more likely to graduate with an associate degree. The probability of on time graduation outcomes for each of the student was predicted by this logistic regression model. The researcher recommends a critical need for refinement of the remedial educational structure with targeted curriculum holistically integrated with purposeful advisement, sustainable support services, early intervention, and focused guidance from faculty and staff to highly influence remedial students’ success.