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Content Running head: UNPREPARED FOR COLLEGE MATHEMATICS 1
This chapter was coauthored by Jeremy Hart and Casey Hunter.
UNPREPARED FOR COLLEGE MATHEMATICS: AN INVESTIGATION INTO THE
ATTAINMENT OF BEST PRACTICES TO INCREASE PREPARATION AND
PERSISTENCE FOR FIRST-TIME CALIFORNIA COMMUNITY COLLEGE FRESHMEN IN
REMEDIAL MATHEMATICS

by
Jeremy Hart

A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION

May 2017

Copyright 2017 Jeremy Hart

UNPREPARED FOR COLLEGE MATHEMATICS 2
Dedication

This dissertation is dedicated to Mrs. Shirley Elloie. Without you there is no me. Thank
you so much for believing in me as a child. Words cannot express the love and gratitude I have
for you.
In memory of my aunt Francine Layns. Thank you for allowing me to enjoy my final
years of high school. I am forever grateful to you for taking me in and treating me as if I were
your own son. I love you, miss you dearly and hope I have made you proud.

To my nieces and nephews, younger cousins and godchildren, I have done this for you. I
hope you are inspired to reach the full potential inside of you.

UNPREPARED FOR COLLEGE MATHEMATICS 3
Acknowledgements
First, I would like to thank the members of my dissertation committee: Dr. Pedro Garcia
(dissertation chair), Dr. Rudy Castruita, and Dr. Dyrell Foster; their guidance, support, and
exemplary professionalism has provided me with a solid foundation to continue to grow as an
educator and advocate for equality in education. My classmates Casey Hunter and Julie Brandon,
thank you for the laughs and the support over the last three years. I couldn’t have done this
without you two. Thank you both.

Finally, and most importantly, my mother Diane Washington, my father Byron Fowler,
godfather Joseph Gambrell and big brother Tedd Ward. Thank you for always being there for
me. Your love and support means the world to me and I hope I have made you proud.

UNPREPARED FOR COLLEGE MATHEMATICS 4
Table of Contents
Dedication 2
Acknowledgements 3
List of Tables 6
Preface 7
Abstract 8
Chapter One: Overview of the Study 9
Statement of the Problem 13
Purpose of Study 15
Research Questions 16
Significance of the Study 16
Delimitations 17
Assumptions 17
Definition of Terms 18
Chapter Two: Literature Review 21
Organization of the Literature Review 22
History of Community College 23
History of Remedial Education 24
Assessment and Placement 26
High School Effect 27
Course Sequence 29
Preparation, Perception, and Persistence 31
Educational Goals of Community College Students 35
Cost of Remedial Education 36
Economics Effects of Remedial Education 39
Conclusion 41
Chapter Three: Methodology 42
Purpose and Research Questions 42
Conceptual Framework 43
Figure 1. Structural Framework 43
Methods, Sample, and Data Collection 43
Sample 44
Site 45
Participants 45
Data Collection 46
Data Analysis 50
Coding 51
Credibility and Trustworthiness 53
Chapter Four: Results 54
Data Gathering 54
Participant Demographics 56
Results for Research Question 1 60
Results for Research Question 2 63
Results for Research Question 3 65
Results for Research Question 4 67
UNPREPARED FOR COLLEGE MATHEMATICS 5
Summary 71
Chapter Five: Discussion 74
Purpose of Study 74
Research Questions 75
Summary of Findings 75
Emergent Themes 78
Implications 78
Recommendations for Future Research 79
Conclusion 80
References 82
Appendix A: Interview Protocol 100
Appendix B: Survey 102
Appendix C: Informed Consent 105
Appendix D: Administrator Invitation 107
Appendix E: Student Invitation 108

UNPREPARED FOR COLLEGE MATHEMATICS 6
List of Tables
Table 1: Six Phases of Developmental Education in United States History 25
Table 2: Data Collection—Participants 46
Table 3: Interviews 48
Table 4: High School Administrators 52
Table 5: Community College Administrators 52
Table 6: Respondent Ethnicity 56
Table 7: Participant Placement 57
Table 8: Parent/Guardian Highest Education Level 57
Table 9: Siblings Attending College 58
Table 10: 8th Grade Math Level? 58
Table 11: High School Math Class Study Hours per Week 59
Table 12: 2014-2015 First-Time Freshman Math Placements 61
Table13: 2015-2016 First-Time Freshmen Math Placements 61
Table 14: Plan to Transfer 62
Table 15: Highest High School Math Level 63
Table 16 Final High School GPA 65
Table 17: Community College Course While in High School 70
Table 18: Math Tutoring in High School 71

UNPREPARED FOR COLLEGE MATHEMATICS 7
Preface
Some of the chapters of this dissertation were coauthored and are identified as such.
While jointly authored dissertations are not the norm of most doctoral programs, a collaborative
effort is reflective of real-world practices. To meet their objective of developing highly skilled
practitioners equipped to take on real-world challenges, the USC Graduate School and the USC
Rossier School of Education permitted our inquiry team to carry out this shared venture.
This dissertation is part of a collaborative project with another doctoral candidate, Casey
Hunter. This was a study of best practices of community colleges regarding remedial math
placement for first-time freshmen and the effects their placement has on their educational goals.
The two dissertations collectively address the gap between completing the state required two
years of mathematics to graduate from high school and the difficulty first-time freshmen have in
completing college remedial math sequences. Best practices are investigated and analyzed to
provide secondary and community college administrators with data to assist students reach their
educational goals.

UNPREPARED FOR COLLEGE MATHEMATICS 8
Abstract
The purpose this study was to identify best practices for first-time freshmen entering
community college whom assess into remedial math. Research questions were designed to bring
clarity and direction for administrators at secondary and community college levels. Research
questions include: (1) What is the relationship between first-time freshmen’s educational goals
and remedial math placement upon entering a California community college? (2) How does the
number of math classes completed in high school affect math placement in community college?
(3) What academic resources and support services do first-time freshmen students in community
college utilize for remedial math classes? (4) What are administrators at California community
colleges and secondary leaders doing to increase alignment of mathematics curriculum and
expectations? This study was done using a mixed methods-approach. Thirty first-time freshmen
completed online surveys, and five agreed to one-on-one semi-structured interviews.
Administrators at the community college and high school level were also interviewed. The
findings indicate communication, follow-up, and implementation of collaborative programs
between high schools and community colleges need to increase. Additionally, findings suggest
first-time freshmen are more likely to complete remedial math sequences if they utilize academic
and personal resources. Overall, this study provides confirmation of the importance of early
access and exposure to college curriculum and expectations for incoming freshmen.

UNPREPARED FOR COLLEGE MATHEMATICS 9
This chapter was coauthored by Jeremy Hart and Casey Hunter.
CHAPTER ONE: OVERVIEW OF THE STUDY
Community college in the United States of America is seen as the pathway to higher
education for many (Perrin, 2006). Nationally, there was an increase in enrollment over the last
ten years due to economic fluctuation, an increase in the adult student population and a greater
demand for high-skilled workers (Belfield & Bailey, 2011). Students not yet prepared for the
rigor of college course work are placed into remedial classes before they begin college-level
classes. Intervention classes developed to assist students gain the necessary skills are called
remedial or developmental courses (Phipps, 1998). The number of students beginning their
education in the community college increased over the last ten years and so has the number of
students enrolled in remedial courses (Cox, 2009).
Nationally, 13 million community college students from diverse populations and
communities attend 1,132 institutions (American Association of Community Colleges, 2015).
Community college students view higher education as a way to attain greater socioeconomic
status as well as employment stability (Cox, 2009). As such, educating and training such a large
number of students is essential to the nation’s economy (Belfield & Bailey, 2011). Students
enroll at community college for various reasons, including updating skills, job training, and
transfer to four-year institutions (Martin, Galentino, & Townsend, 2014). California has seen
both increases and decreases in recent high school graduates’ pursuit of higher education the last
30 years due to changing demographics and economic issues California Community College
Chancellor’s Office (California Community Colleges Chancellor’s Office, 2015). In 1985, it was
reported that 58% of high school graduates pursued a college education immediately after high
school, many choosing community college. As of 2005, the rate dropped to 46% according to the
California Postsecondary Education Commission (Burdman, 2009).
UNPREPARED FOR COLLEGE MATHEMATICS 10
The California community college system is the largest of three institutions of public
higher education in the state; the University of California (UC) and the California State
University (CSU) are the remaining two (California Community Colleges Chancellor’s Office,
2015). The three institutions were created to act in concert and benefit one other as outlined in
the Master Plan for Higher Education of 1960 (Vaughan, 1982). The charge of community
college was to provide open access to students who were not eligible to attend the university
system or who want to develop vocational skills (Attwell, Lavin, Domina & Levey, 2006).
Research shows community college students’ greatest academic barrier is completion of
remedial mathematics classes (Bahar, 2010b). Before enrolling in courses, students are required
to take English, math and reading placement tests. These tests determine the student’s first
semester course level (Boroch et al., 2007). National research showed that students entering
college need more remediation in mathematics than in any other subject (Merisotis & Phipps,
2000).
The placement and offering of remedial courses has been debated among educators for
the last three decades (Attewell et al., 2006). Several states did away with remedial courses at
the university level and redirected university students to the community colleges (Bettinger &
Long, 2004; Kozeracki, 2002). It is well documented that the majority of first-time community
college students require math remediation. Nationally, two-thirds of first-time community
college students require remedial math classes (Bailey et al., 2010). Estimates from the most
recent national longitudinal study of high school graduates suggest that nearly a quarter of all
students entering four-year institutions require some remediation in reading, writing and/or math
(Snyder, Tan, & Hoffman, 2005). In 2014, the CSU system reported that 30% of incoming
freshmen required a remedial math class (CSU, 2015), and rates are significantly higher at
UNPREPARED FOR COLLEGE MATHEMATICS 11
community colleges (Perrin, 2006). In addition, underrepresented groups are more likely to
require remedial math classes as well as struggle to pass them (Bahr, 2010).
California community colleges are working toward statewide implementation of the
Common Assessment Initiative (CAI) that will reduce unnecessary remediation and reassessing
of students who attend more than one community college. The state is also in the process of
implementing Multiple Measures Assessment Project (MMAP) which takes into consideration
not only community college assessment test scores but also high school GPA and the highest
level of math class completed in high school for initial placement of math and English classes in
community college, currently there are 12 pilot colleges testing out multiple measures (CAI,
2016).
The large number of students who fail to complete remedial math classes affects
community college graduation and transfer rates because a quarter of these students do not reach
college-level classes and fail to earn a degree or certificate (Bahar, 2012; Bailey, 2009). Handel
and Williams (2012) reported that half of the students enrolled in community college will not
complete a degree within six years and another 20% will have been continuously enrolled yet
lack a degree or certificate. In California 46% of students who are enter one level below transfer
level math earn a certificate, a degree or transfer to a four-year campus. However, students who
enter four levels below college-level math have a 25.5% chance of achieving any of those
outcomes (California Community Colleges Chancellor’s Office [CCCCO], 2015). As of 2014,
the CCCCO reported, on average, 41% of its students successfully transfer within a six-year
period, and the rates are lower among historically underserved populations (CCCCO, 2015).
The rigor of K-12 curriculum rose nationally over the last 20 years (Brown & Conley,
2007), driven by concerns that students were falling behind their overseas counterparts,
UNPREPARED FOR COLLEGE MATHEMATICS 12
specifically in mathematics and sciences (Gonzales et al., 2008). In 2007, “seven countries had
higher percentages of students performing at or above the advanced mathematics benchmark
than the United States: Chinese Taipei, Korea, Singapore, Hong Kong SAR, Japan, Hungary, and
the Russian Federation” (Gonzales et al., 2008, p. iii). Secondary institutions across the nation
not only increased the rigor of curriculum for graduation but also more strongly aligned required
state exit exams with college requirements (Brown & Conley, 2007; Kowski, 2013). School
districts throughout the nation will begin testing students using the Common Core State
Standards during the 2015-2016 school year. These standards are designed to improve the quality
of instruction and better prepare K-12 students for college and the workplace (Common Core
State Standards Initiative, 2010).
Historically, first-time college freshmen have an inaccurate perception of their abilities
and preparation for mathematics coursework. Brown (1999) suggested recent high school
graduates enter college with high school math grades that create a false impression of prior
knowledge. The content covered in their high school classes did not sufficiently match the
college curriculum. Another issue is that students fulfill their math requirements during their
sophomore or junior years and opt to not take a math class during their senior year
(Adelman,1999). California community colleges offer dual enrollment programs for high school
students to complete college-level coursework to earn college credits while they pursue their
high school diploma. Dual enrollment was implemented to prepare high school students for
college, including those who may struggle academically and may lack aspirations of
postsecondary education (Purnell, 2014).

UNPREPARED FOR COLLEGE MATHEMATICS 13
Statement of the Problem
The California community college system provides educational opportunities to 2.6
million students at 113 college campuses throughout the state and is the largest community
college system in the nation (California Community College Chancellor Office, 2015). The
majority of students enrolled in the system are first-generation, come from underrepresented
populations and are between the ages of 18 and 24 (California Community College Chancellor
Office, 2015). Research shows these are the students most likely to assess into remedial math
classes, struggle to complete the math sequences and attain certificates or degrees (Bahar,
2010a). In California, the majority of high school graduates begin their college careers at a
community college (CCCCO, 2015). Although students graduate from high school and meet the
state requirement of two years of mathematics, including one year of algebra (California
Department of Education, 2015). Over 50% of students entering community colleges require at
least one remedial math class during their first year (Brown, 1999; CCCCO, 2015; Kowski,
2013). Adding to the large number of students enrolling in remedial math classes, the CSU
system advises students who were accepted straight out of high school take remedial math
classes at the community college (Tierney & Garcia, 2008).
Students who test into remedial math classes out of high school must spend a
considerable amount of time taking courses that do not count towards graduation requirements;
this creates a structural barrier to obtaining college-level skills (Bahr, 2010). To increase
mathematics passing rates and, ultimately, increase transfer and graduation rates, community
colleges and universities must create a student-focused environment of success to motivate
students through remediation (Bahr, 2010b).
UNPREPARED FOR COLLEGE MATHEMATICS 14
Stigmas regarding being placed into remedial courses can affect a student’s motivation,
outlook and educational goals (Deli-Amen & Rosenbaum, 2002; Goeller, 2011). The high
percentage of students who require at least one remedial math class during their first year of
college and the apparent disconnect between high school performance and college readiness
needs to be addressed (Berkner & Chavez, 1997; Moss & Bordelon, 2007). Student perception
and preparation has been a particular concern for low income, minority and first-generation
students due to high school advanced courses that do not reflect high-level content or rigor, a
phenomenon which has been referred to as course credit inflation (Doughetry, Mellor, & Jian
2006).
The chain of blame is a common metaphor among educators used to describe the culture
of social promotion and the grade level advancement of students who have not acquired the skills
outlined within the curriculum in the K-12 system (Hoyt & Sorensen, 2001). Colleges blame
high schools, the high schools blame the middle schools, and the middle schools blame the
elementary schools for students’ lack of preparation. As a result of the chain of blame,
community colleges saw an increase in the remedial enrollments among students who enroll
straight from high school (Burdman, 2012).
This is a problem because the community colleges feed directly into the two state
university systems and prepare the majority of the state’s technical workforce. According to the
Student Success Support Program, report twenty–eight percent of UC graduates and 55% of CSU
graduates began their educational careers at the community college (CCCCO, 2015). In
addition, 80% of firefighters, law enforcement and EMTs were trained within the community
college system. Research showed that earning an associate’s degree can increase a person’s
earnings by 33% (CCCCO, 2015).
UNPREPARED FOR COLLEGE MATHEMATICS 15
California community colleges have the most diverse population among community
colleges in the nation (California Community College Chancellor Office, 2015). The majority of
students entering the California community college system are first-generation college students
and come from historically underserved populations (California Community College Chancellor
Office, 2015). In 2012, Senate Bill 1456 was signed into law to help students’ complete
educational goals and bolster the economy (California Community College Chancellor Office,
2015). This legislation, commonly known as Student Success Support Program (SSSP), created
policies to provided matriculation services to all students, particularly those who are underserved
and not deemed college ready (California Community College Chancellor Office, 2015). One of
the recommendations of the SSSP taskforce is for community colleges to better align their goals
and expectations of community with those of K-12 districts.
Purpose of Study
The main purpose of this study is to identify factors contributing to recent high school
graduates’ initial assessing into remedial math classes. Best practices will be identified and
explored. The secondary purpose of this study is to better understand the effect preparation has
on students’ persistence and perception regarding completion of their educational goals
(certificates, degrees, transfer). This information will provide current students’ perceptions of the
factors that contribute to their success and struggles in completing remedial math sequences. The
alignment of college professors and high school math teachers’ instructional techniques and
expectations can be used for future collaboration between institutions.

UNPREPARED FOR COLLEGE MATHEMATICS 16
Research Questions
The following research questions were examined during the study:
1. What is the relationship between first-time freshmen’s educational goals and remedial
math placement upon entering California community college?
2. How does the number of math classes completed in high school affect math placement in
community college?
3. What academic resources and support services do first-time freshmen in community
college utilize for remedial math classes?
4. What are administrators at California community colleges and secondary leaders doing to
increase alignment of mathematics curriculum and expectations?
Significance of the Study
The high number of students graduating from high school and assessing into remedial
mathematics is an issue across the nation. In California, the issue of remedial mathematics has an
impact on all of higher education as well as on the economy. The findings of this study will be of
value to community college leaders and professors. They will be able to better assist first-time
freshmen who assess into remedial mathematics and struggle with the curriculum. High school
administrators and math teachers will also benefit from the findings of this study, as these will
help them better prepare their students for postsecondary education.
The findings of this study are important to the economy of California. Projections from
the National Center for Higher Education Management Systems point out that California is at
risk of losing its economic completeness due to an insufficient supply of highly educated and
skilled workers. Specifically, the center found that changing demographics, combined with low
educational attainment levels among the fast-growing population in the state will translate into
UNPREPARED FOR COLLEGE MATHEMATICS 17
significant declines in personal income and place the state among the lowest in the nation in
terms of personal income and education (CCCCO, 2012).
Community college leaders are asked to provide evidence of implementation of
recommendations made by the Student Success Task Force (Scott, 2014) to provide services for
underrepresented and underprepared students. Therefore, leaders and educators can use this
information to create and implement programs to improve the rates of remedial math completion
among first-time community college students.
Delimitations
This study is delimited as to geographical location and sample size. The study focuses
exclusively on California community college students. Also, the student population consists of
first-time community college attendees who graduated high school in 2015 and 2016. Moreover,
from this student population, only students who assessed into remedial mathematics were
selected to participate in the surveys and interviews. The researcher did not base student
participation in the study on remedial math level. Rather, respondents will be first-time
community college students who graduated from a high school within the last academic year and
who need remediation to reach college-level proficiency regardless of the number of courses
required.
Assumptions
There are four assumptions associated with this study. First, it is assumed that students
who completed the same number of years of mathematics in high school received the same level
of instruction. Second, it is assumed that all participants who complete the surveys or participate
in interviews will answer questions truthfully. Third, it is assumed that the research methods
UNPREPARED FOR COLLEGE MATHEMATICS 18
used to collect and analyze the findings and data from this study were appropriate. Fourth, it is
assumed that all participants graduated high school in 2015 or 2016.
Definition of Terms
Accrediting Commission for Community and Junior Colleges (ACCJC): Accredits associate
degree-granting institutions in California (ACCJC, 2009).
Advanced Placement: A program created by the College Board which offers college-level
curricula and examinations to high school students. American colleges and universities grant
placement and course credit to students who obtain high scores on the examinations.
Assessment Tests: Assessments used by colleges and universities to determine college readiness
and course placement. Placement tests are standardized, such as the ACCUPLACER assessment,
or are developed locally by a college or university
Associate of Arts/Science Degree: Degree earned at a two-year community college. Associate
of arts degrees are awarded in the humanities, arts, and social science fields. Associate of science
degrees are awarded in scientific and technical fields.
Associate Degree for Transfer: Degree earned at California community college that guarantees
admission to a CSU campus with similar major.
California Community College Chancellor ’s Office (CCCCO): Oversees matters pertaining
to the board of governors, the annual budget and legislative process, and communications to the
general public. The mission of the office of the chancellor is to empower community colleges
through leadership advocacy and support.
California State University (CSU): Public university system in California composed of 23
campuses and eight off-campus centers. The CSU is the largest four-year public university
system in the United States.
UNPREPARED FOR COLLEGE MATHEMATICS 19
Carnegie Unit: A time-based reference to secondary or postsecondary course work. In
secondary schools, specifically in mathematics courses, one Carnegie unit represents a year of
work in a given course, usually representing approximately 120 hours of instruction.
Community College: A community college is a local college funded by federal, state, and local
governments. Leaders at community colleges offer a two-year curriculum that can lead to a
certificate, associate of arts degree, or transfer to a four-year college.
Dual Enrollment: Partnership between community college district and public school district
partner. Purpose is to provide higher education opportunities and exposure to students who are
not necessarily on college track or students who are from historically underrepresented groups
(CCCCO, 2015).
Entrance Exams: Externally administered and scored standardized assessments used by college
admissions officers as a factor in college acceptance. Some college and universities use entrance
exams to place students in remedial courses.
First-Time Freshman: Student who graduated high school and has not previously enrolled in a
system of higher education.
Program Improvement- All Title I funded schools and local educational agencies (LEAs) that
do not make Adequate Yearly Progress (AYP) are identified for Program Improvement (PI)
under the Elementary and Secondary Education Act (ESEA)
Remedial Courses: Courses provided in reading, writing, and mathematics for college students
who lack skills necessary to perform college-level work as required by the institution. Thus, what
constitutes remedial courses varies from institution (National Center for Education Statistics,
2003, pp. iii-v). In this study, the terms remedial course and developmental course are used
interchangeably.
UNPREPARED FOR COLLEGE MATHEMATICS 20
Remedial Education: A class or course of action used to bring academically unprepared
college enrollees up to college-level. It encompasses a variety of developmental courses and
support services that address the academic needs of a diverse population (Brenneman &
Haarlow, 1999).
Student Learning Outcomes: Knowledge, skills, abilities and attitudes that a student attained at
the end of his or her engagement in a particular set of collegiate experiences (ACCJC, 2009).
Successful Completion: For the purpose of this study, successful completion is defined as
earning credit in a course with a grade of a C or higher. In most school districts in California, a
student can earn a grade of D and attain credit for the course. However, a grade of C or higher
indicates that a student attained enough content knowledge to be successful in subsequent
courses.
University of California: One of three of public systems of higher education in California,
consisting of nine campuses.

UNPREPARED FOR COLLEGE MATHEMATICS 21
This chapter was coauthored by Jeremy Hart and Casey Hunter.
CHAPTER TWO: LITERATURE REVIEW
The author will investigate remedial mathematics in community colleges, focusing on
first-time freshmen and their perception of secondary preparation as well as factors that affect
their persistence and completion of educational goals. This study will examine the problem on a
national level while focusing on California specifically. California will be examined because it
houses the largest community college system in the nation, consisting of 113 campuses
(CCCCO, 2011a). Community colleges in California have a great deal of autonomy not
available in other states regarding assessment and placement policies (Melguizo et al., 2014).
Various studies support and raise questions about current practices and the affect they have on
remedial student population, specifically minority and low income students. For this study, the
researcher will investigate the impact remedial math placement has on first-time freshmen in
California community colleges.
Remedial education has become a staple among community colleges throughout the
nation. A larger number of students assess into remedial math than do into English or reading
(Bailey, Jeong, & Cho, 2010; Parsad, Lewis, & Greene, 2003). Yet, in California, graduation and
transfer are both less likely for students who initial assess into remedial math classes (Scott,
2014). Two-thirds of first-time community college students throughout the nation require
remedial math assistance, and three-fourths of students who begin remedial classes fail to ever
reach college-level math courses (Bahr, 2012). Adelman (2005b) refers to remedial math courses
as “not an entryway but a burial ground for the aspirations of community college students
seeking to improve their lives through education” (p. 2). Community colleges throughout the
country implemented policies that assign students into remedial classes based on assessment and
placement scores (Bailey, 2009).
UNPREPARED FOR COLLEGE MATHEMATICS 22
Research showed large variations among community colleges in regards to assessment
and placement policies, which creates confusion as to the true characteristics of college-level
math scores (Melguizo, Kosiewicz, Prather, & Bos, 2014). As of 2008 the Consultation Council
Taskforce on Assessment found that 30 different assessment instruments were being used by
CCC. In addition, a number of California community colleges only recognized their own tests,
requiring students from other colleges to be reassessed prior to placement (CAI, 2016). As a
result of this miscommunication, high schools continue to inadequately prepare students to test
into college-level math courses due to lack of cohesion among institutions both at community
college and secondary levels (Crist, Jacquart, & Shupe, 2002). California community colleges
must follow mandates that consider multiple measures in the placement process (Ngo & Kwon,
2015). The use of MMAP at pilot colleges has shown more students placing into transfer level
courses and are succeeding at higher levels (CAI, 2016).
Various alternatives to traditional math sequences and course lengths have been
attempted. These focused on career technical education and short-term accelerated math courses
in attempts to improve remedial math course completion rate among community college students
(Bahar, 2012; Sheldon & Durdella, 2019). Some have been successful while others have created
more questions and concerns for greater resources.
Organization of the Literature Review
Chapter Two identifies and reviews articles regarding remedial math placement. In
addition, the chapter presents literature on secondary and university math requirements,
community college assessment policies, course sequences and the effect on educational goals of
students as well as the economic impact of remedial mathematics. The following nine topics
UNPREPARED FOR COLLEGE MATHEMATICS 23
serve to understand past, present, and current research, practices, and policies contributing to the
challenges and suggested solutions of remedial education and incoming freshmen.
 History of Community College
 History of Remedial Education
 Assessment and Placement
 High School Effect
 Course Sequence
 Preparation, Perception, and Persistence
 Educational Goals of Community College Students
 Cost of Remedial classes
 Economic Effects of Remedial Courses
History of Community College
The community college system in the United States is over one hundred years old, with
Joliet Junior College being first community college founded in 1901 (American Association of
Community Colleges, 2015). The community college system was and is an open-access system
of higher education throughout the nation. According to Vaughan (1982) the original intentions
for the community colleges were to educate everyone regardless of background characteristics or
basic-skills levels. The community college system represents the only universal access to
education and is the conduit for all students, especially minority students from low
socioeconomic backgrounds (Keene, 2008). The driving force and expansion of the community
college system during the 1960s, was to make higher education available for all students within
an easy geographical and financial reach who wanted to complete a postsecondary education
(Baum, Kurose, & McPherson, 2013). Moreover, community colleges were also intended to be a
UNPREPARED FOR COLLEGE MATHEMATICS 24
gateway for students who wanted to transfer to a four-year institution and to serve a variety of
educational and vocational needs in their particular communities (Baum et al., 2013).
The California community colleges system is the largest of California’s three systems of
higher education (Scott, 2012). The system consists of 113 colleges and 71 off-campus centers
(CCCCO, 2015), and the birth and growth of the system is due the strategic planning creation
and signing of the California Master Plan in 1960. Moreover, the mission of the community
college system is to provide transfer education along with basic-skills instructions, economic and
workforce development, lifelong learning and to award associate degrees and certificates
(CCCCO, 2013). Along with the mission, the strategic goals of the California community
colleges are to promote and increase college awareness, access, student success and readiness,
improve system effectiveness, strengthen workforce development and provide enhanced
resources to the students and surrounding communities (CCCCO, 2013). Moreover, according to
the master plan, the system was to maintain the most and extensive responsibility for lower
division, undergraduate instruction (SSTF, 2012).
History of Remedial Education
The earliest form of remedial education in college was offed at Harvard College in the
1600s. Students who struggled to learn Greek and Latin were provided tutors (Arendale, 2011).
Arendale (2002) looked at the six phases of remedial education throughout United States history.

UNPREPARED FOR COLLEGE MATHEMATICS 25
Table 1
Six Phases of Developmental Education in United States History
Mid-1600s to 1820 Tutoring
1820s to 1860s Pre-collegiate Preparatory Academy and Tutoring
1860s to 1940s Remedial Education Classes within College Preparatory Programs
and Tutoring
1940s to 1970s Remedial Education Classes Integrated within the Institution
Tutoring, And Compensatory Education
1970s to Mid-1990s Developmental Education, Learning Assistance, Tutoring and
Supplemental Instruction
1990s to Present Developmental Education with Expansion into Enrichment
Activities, Classes and Programs

The open-admissions component of postsecondary remedial education was approved
through legislation during the 19th century. The U. S. Congress provided federal financing for
postsecondary education. Financing was also provided for land-grant institutions. Students who
completed high school were eligible to attend land-grant institutions (Arendale, 2011). Courses
offered included pre-college-level courses in reading, math, and writing (Merisotis & Phipps,
2000). Community colleges now offer open admission to students who wish to continue their
education after high school (Arendale, 2011).
There are more students enrolled in community college now than in previous generations
(Koch, Slate, & Moore, 2012). Presently, the definition of remedial education in higher
education refers to curriculum that addresses deficiencies in reading, writing and math skills
(Bahr, 2008; Bettinger & Long, 2009). Postsecondary remedial courses usually do not count
toward college requirements (Bettinger & Long, 2005). Community colleges offer different
levels of remedial courses to assist students who arrive academically underprepared for college-
UNPREPARED FOR COLLEGE MATHEMATICS 26
level courses (Boylan & Saxon, 1996). Community college administrators had to adjust to and
promote different missions and visions to accommodate the large number of students who begin
college in remedial classes (Wilson, 2012). Leaders and policymakers in the CC are ultimately
responsible for creating supportive educational environments for unprepared students (Wilson,
2012).
Assessment and Placement
Currently there is not a national agreement on remedial education throughout the
community colleges or on how students should be assessed (Hughes & Scott-Clayton, 2011).
Two-year institutions have open-access admissions, making placement and student preparedness
a continuous issue (Melguizo et al., 2014). Two-year and four-year colleges across the nation use
different placement exams as measures of college preparedness (Bailey, 2009). The
ACCUPLACER, ACT and COMPASS are the instruments most commonly used by community
colleges (Hughes & Scott-Clayton, 2010).
However, the type of placement test used is ultimately a local decision. Florida and Texas
developed their own assessment for remedial placement (Melguizo et al., 2014). In comparison,
the UC and CSU use the Mathematics Diagnostic Testing Project to measure math preparedness,
and, as a result, so do a few community colleges (Bailey, 2009). According to the CCCCO
(2011), the sole guideline is that the standardized test must be selected from among approved
instruments.
Further complicating assessment and placement is the use of different cut scores to assign
students to remedial math sequences of up to four classes (Bailey, 2009). Researchers have
argued that this is an unfair practice for students (Burdman, 2012). Recently, there has been a
push in California for a uniform set of policies which would save costs. As a part of this
UNPREPARED FOR COLLEGE MATHEMATICS 27
movement, researchers suggested that testing student readiness for college while they are still in
high school is beneficial for identifying accurate assessment and placement policies (Howell,
Kurlaender, & Grodsky, 2010). Perin (2006) looked at 15 community colleges across six states,
finding their assessment and placement and remediation policies differed greatly. This research
supports Collins’ (2008) conclusion that policymakers have to reach an agreement on the
definition of college ready in a statewide and national level before policies can be effectively
standardized. Lastly, one of the main critiques regarding placement test is their timing and
location. Students are tested either at the end of their senior year or the summer before they start
college (Kowski, 2013).
California requires community colleges use multiple measures to factor in previous math
classes in addition to assessment scores when considering placement (CCCCO, 2011; Melguizo,
et al., 2014). A recent study by Ngo and Kwon (2014) found students in the Los Angeles
Community College District who placed into higher level math based on multiple measures had
passing rates similar to those of their peers who placed into the same class based on assessment
scores. The study suggests placement can improve through multiple measures of student
preparedness.
High School Effect
Since the 1986-87 school year, California Education Code section 51225.3 requires high
school students to complete three courses in English and two courses in mathematics, including
one year of Algebra I, in order to graduate from high school (California Department of
Education, 2015). Many high schools throughout the state elected to require students to complete
four-year college admissions requirements in lieu of state graduation requirements; these include
an additional year of both English and math (Pugh & Lowther, 2004).
UNPREPARED FOR COLLEGE MATHEMATICS 28
Over the last 15 years, high schools throughout the country increased their requirements
for graduation with the assumption that students would be better prepared for college. This
increase in academic rigor was supported by data provided by the U.S. Department of Education.
Students who take rigorous math classes all four of their high school years are more likely to test
into college-level math classes (Pugh & Lowther, 2004). The DOE found that students who took
a math class beyond Algebra 2 more than doubled their likelihood of completing a bachelor’s
degree (Adelman, 1999). The senior year of high school is critical to academic success
throughout college, and it should consist of rigorous coursework (Kowski, 2013). The high
percentage of students who require at least one remedial math class their first year of college and
the apparent disconnect between high school performance and college readiness needs to be
addressed (Berkner & Chavez, 1997; Moss & Bordelon, 2007). Three key points were outlined
by Brown and Niemi (2007) that affects college freshmen. First, high school graduates earn
inflated grades in mathematics, giving them false impressions of their knowledge. Second, high
school math curriculum does not equate to remedial college-level math curriculum. Lastly,
students fulfill math requirements during their sophomore and junior years, and do not retain
knowledge when they take placement tests two to three years later.
These factors contribute to students placing in remedial math courses that do not count
toward graduation or transfer (Achieve, Inc., 2012). Kowski (2013) found that New Jersey high
school standards are out of touch with minimum college requirements. Since the study, like the
majority of states, California adopted the Common Core State Standards implement of the
Partnership for Assessment of Readiness for College and Careers.

UNPREPARED FOR COLLEGE MATHEMATICS 29
Course Sequence
Bahr (2012) used data from the California community college system to research the
course-taking behavior of remedial math students. Evidence shows that students who drop out or
fail to achieve passing grades within the math sequence remain enrolled for several semesters. In
the system, students who were unable to complete a college-level math course had an average
duration of enrollment between college entry and remedial math exit of 3.3 to 9.8 semesters,
depending upon point of entry and point of exit from the remedial math sequence, with an
average of 5.0 semesters (Bahr, 2013). The same study found that students who stopped taking
math courses due to unsatisfactory grades remained enrolled in college at an average of 3.2
additional semesters (Bahar, 2013).
Students who do not complete math sequences leave community colleges with no degree
or certification (Bahr, 2008). In addition, students do not explore alternative avenues including
valuable certificates or vocational training that do not require college-level math completion
(Bahar, 2013). Career technical education certificates can be accomplished over a short a period
of time. Two-thirds of remedial math students fail to complete the sequence of math courses to
reach college-level math. These students averaged 13 additional units in subsequent semesters.
Most short-term certificates require 18 units for completion (Belfield & Bailey, 2011).
Community colleges across the country have begun to implement accelerated remedial
math classes in an attempt to foster student success. Along with a lack of preparation, high
school students face three significant factors that contribute to a lack of preparation: placement
errors, demotivating curricula and the pull of external situations (Hodara, Jaggars, & Karp,
2012). Accelerated courses typically pair two or more remedial courses into a single semester
(Edgecombe, Cormier, Bickerstaff, & Barragan, 2013). These courses are primarily designed to
UNPREPARED FOR COLLEGE MATHEMATICS 30
minimize or eliminate opportunities for external forces to pull students from class before the end
of the semester (Jaggars, Hodara, Cho & Xu, 2015). Successful remedial accelerated math
courses are taught within learning communities. They are linked with a counseling or
development class that teaches students time management skills, success strategies, and builds
self-esteem (Barragan & Carmier, 2013).
Studies have shown that the greater the number of semesters of remediation a student is
required to complete, the less likely it is that they will ever reach college-level math or English
(Hern, 2012). In a national study involving 57 community colleges, the Community College
Research Center discovered that only 10% of students who assess three or more levels below
college math ever go on to complete college-level math courses (Hern, 2012). Recent research
showed that accelerated courses benefit community college students greatly due to
accommodating external factors. Nationally an estimated 72% of community college students are
employed, 35% care for dependents, and half are vulnerable to drop out due to financial concerns
(Center for Community College Student Engagement, 2012). Higher education reforms pushed
for accelerated programs to reduce the time to obtain a degree or transfer (Brothen & Wambach,
2012).
Community colleges in California, Colorado, and Maryland implemented accelerated
programs with an overall high student success rate along with positive feedback from faculty
members (Hern & Snell, 2014; Jaggars et al., 2015). Additionally, faculty received professional
development training to best support their students’ abilities, academic challenges, and low
confidence (Hern, 2010). Students who tested poorly on placement tests completed accelerated
courses at a higher rate than did students with the same scores in traditional semester-long math
classes (Jaggars et al. 2015).
UNPREPARED FOR COLLEGE MATHEMATICS 31
Research on the benefits of accelerated remedial education is still in the early stages.
Although initial qualitative and descriptive research suggests that students benefit from
shortened courses, many community college practitioners are skeptical of the long-term benefits
for students (Jaggars et al., 2015). These same skeptics point out unidentified pre-existing
conditions of students in accelerated courses and lack of longitudinal data (Edgecombe, 2011).
Accelerated education gives students a strong positive self-esteem boost and increases their
probability of enrolling and completing college-level math (Jaggars et al., 2015).
Preparation, Perception, and Persistence
Academic preparation for high school students has strong implications on students’
perceptions and persistence. Adelman (1999) conducted a 15-year longitudinal study that found
the following key factors regarding college readiness and performance among freshmen.
 Association between degree completion and academic resources is much greater than the
association between degree completion and socioeconomic status.
 High school curriculum is consistently a better predictor of degree attainment that test
scores or class rank/GPA.
 The highest level of mathematics completed in high school is the strongest indicator of
degree completion. Students who enter college having completed a course beyond the
level of Algebra 2 doubles the odds of completing a bachelor’s degree (Berry, 2003).
With the rising academic standards and assessments, there are now higher expectations of
students. The belief is students who complete these new standards will be prepared to enter
society as economically productive citizens who have the necessary cognitive abilities to persist
throughout life (Commission on the Skills of the American Workforce, 1990). Brown and
Conley (2007) analyzed the alignment of high school assessments to the skills necessary for
UNPREPARED FOR COLLEGE MATHEMATICS 32
success in entry-level university courses. Alignment was found unequally distributed among
subjects, specifically critical thinking and research-based subjects such as trigonometry, statistics
and critical thinking (Brown & Conley, 2007).
Several strategies have been implemented throughout campuses to address the large
number of remedial math students entering immediately after high school. Among these are
assessment during the final years of high school, concurrent enrollment, remedial math learning
communities linked with developmental courses, accelerated remedial math courses and online
classes (Belfield & Ting-Liu, 2015). These strategies have had mixed and inclusive results
mainly due to the open-access nature of community colleges, which allows students to dictate the
consistency with which they enroll in courses. Nationally, 40% of community college students
are required to complete an introductory math course and half leave college without completing
any college-level math (Horn, Nevill & Griffith, 2006). Students who lack the basic math skills
to assess into college-level mathematics need to be placed into developmental/counseling course
paired with their remedial math course to connect personal interest and goals to the necessity of
completing remedial math courses (Cantone, 2001).
Community college students face challenges with persistence and low class completion
rates (Bettinger, Boatman & Long, 2013). According to Rouse and Kemple (2009), factors that
affect student persistence include motivation, ability, interest, family support, health, prior
academic experiences, and quality of secondary school curriculum. In addition, Baum et al.
(2013) and Kena et al. (2015) also posited that a student’s socioeconomic status and
opportunities for educational attainment could be influenced by their parents’ occupation, highest
level of education, and family income.
UNPREPARED FOR COLLEGE MATHEMATICS 33
Adding to these challenges, Baum et al. (2013) and Bettinger et al. (2013) identified poor
academic preparation and limited experience in navigating the complexities of collegiate systems
requirements and campus environments as barriers to student success. Also, college students’
non-completion rates are affected by the following barriers: ineffective remedial courses and
instruction, conflicting demands with school, work, childbearing, rising cost of higher education,
transportation, and lack of support services (Bound, Lovenheim & Turner, 2009; Brock, 2010;
Haskins, Holzer, & Lerman, 2009; Holzer, 2012; Kemple & Rouse, 2009). Moreover, according
to Bettinger et al., (2013), 25% of students attending community colleges speak English as their
second language. This can present a substantial barrier for these students when coupled with the
other challenges and barriers they face when trying to reach their educational goals. Bettinger et
al., (2013) states English reading and writing skills are essential and fundamental to most other
subjects.
The gap between high school and college coursework and expectations is significant, and,
for many, affects students step on a college campus (Conley, 2008). According to Bonham and
Boylan (2009), the hardest course to pass throughout the system of higher education is basic
algebra, which has the highest withdrawal rate. For many students, this is their nemesis, hence
the anxiety they feel when they start or avoid taking their math courses. However, roughly 30%
of the students who place into remedial mathematics go on to complete the required math
sequence, and many of them attempt the same course more than once (Attewell et al., 2006).
Students in need of multiple semesters of remedial courses in the same discipline, namely
mathematics, can take up to two academic years to complete the sequence if they pass and
continue each semester without a break (Melguizo et al., 2014). In addition, students who place
into the remedial course before college-level mathematics completed the sequence 45% of the
UNPREPARED FOR COLLEGE MATHEMATICS 34
time while those who place into the lowest course complete the sequence only 17% of the time
(Bettinger et al., 2013). Hence, the United States has seen no significant increase in the adult
population with college degrees, and the economic cost to society at large is detrimental (Brock,
2010).
With the number of requirements and the time needed for a student to complete their
educational goals, remediation may negatively affect persistence, major choice, and eventual
labor market returns (Bettinger & Long, 2004). Moreover, remedial courses are typically taken
for credit, count towards grade point average and financial aid units attempted, and are
considered during financial aid appeals, but they do not count towards graduation units
(Bettinger et al., 2013).
According to Craig and Ward (2008), retention is a problem at every institution of higher
education; however, at the community college, retaining students is a chronic problem that must
be ameliorated because of both the time and money expended by student and institution (Craig &
Ward, 2008). In efforts to alleviate the brick and mortar obstacles for students who want to
complete higher education, community colleges increased their online/distance learning
programs. These programs are seen as an alternative pathway for students to complete courses
and some degree programs. Technology allowed online education to increase access for
unprepared students and working adults. However, this is still problematic (Brock, 2010).
Although there is more access, lack of academic preparation challenges students to successfully
persist towards degree completion, which directly affects both their personal finances and the
skilled labor market (Shelton & Brown, 2010).

UNPREPARED FOR COLLEGE MATHEMATICS 35
Educational Goals of Community College Students
Students entering the community college system must consider various factors in addition
to their educational goals. Family and financial obligations are often at the forefront of concerns
for community college students who do not have high socioeconomic status (Saxon & Baylon,
2009). Lack of information and understanding is prevalent and is higher among students who
assess into remedial classes (Bahr, 2008; Shelton & Brown, 2010). Research showed students
determine their dreams and aspirations before they fully understand what is required to
accomplish their educational goals (Bahr, 2008; Scott, 2012). Thus, admissions, assessment,
orientation, educational planning, and registration become pivotal to the path first-time college
students take (Scott, 2012). Historically, remedial students lack educational capital or familial
background in education to make an informed decision regarding the institution and/or major
that will help them accomplish their educational goals (Baum et al., 2013; Bettinger & Long,
2008; Burns, 2010).
According to Bonham and Boylan (2012), for large numbers of students, placing into
remedial mathematics poses a barrier to achieving their education goals because it is unlikely
that they will finish courses. The often-rigid course-sequencing patterns require students to
complete remedial education requirements before they can take degree and graduation-bearing
units. This rigidity can have a negative impact and discourage students from certain high unit
majors like the sciences and engineering (Bettinger & Long, 2008).
According to Bailey and Morest (2006), less than half of all students who start their
educational journey at a community college complete a degree or certificate within years.
Numerous variables assist or impede community college students during their higher education
journey. On the one hand, students who enter community college, persist each semester, and
UNPREPARED FOR COLLEGE MATHEMATICS 36
complete their education usually have the following positive factors: strong academic
preparation, no gaps in their education, come from high income families, are not first-time
generation college students, and attend full-time without interruptions (Bailey & Morest, 2006).
On the other hand, inadequate academic preparation and lack of social capital as well as self-
fortitude will negatively affect a student trying to reach their education goals (O’Gara, Karp, &
Hughes, 2008).
Thus, Conley (2005) argued that academic preparation is the sole factor that will
determine if a student will achieve their college goals. Kuh, Kinzie, Schuh and Whitt (2005)
posited that it is a combination of both academic preparation and student motivation that will
determine their success. Moreover, Perrakis (2008) suggested that, in order for students to
complete their educational goals, certain factors are crucial: race, age, high school GPA, calculus
completion, reason for going to college, and a desire to complete their education goals.
Cost of Remedial Education
The linchpin and critical debate about remedial education has centered primarily on the
cost of delivery, with student needs being secondary (Saxon & Boylan, 2001). Remedial courses
were designed to address students’ academic deficiencies and to prepare them for subsequent
college success (Attewell et al., 2006; Bettinger & Long, 2008). To reduce some of the cost of
remedial education in the university system, the community college system became the main, if
not sole, provider of these courses (Bettinger & Long, 2005; Levin, Cox, Haberler, & Cerven,
2011; Moss & Yeaton, 2006). At the same time, policymakers created formulas to fund students
who need remedial education for only a limited number of units in efforts to encourage them to
progress to college-level proficiency and complete their education (Pretlow & Wathington,
2012). However, even though this ultimately saves funds and resources, the practice reduces
UNPREPARED FOR COLLEGE MATHEMATICS 37
educational opportunities and resources for the students who need it most (Boylan & Saxon,
1996; Jenkins & Boswell, 2002; Pretlow & Wathington, 2012).
However, students who do not earn a degree or transfer credit-bearing units become
discouraged and do not persist or fail to complete the remediation sequence (Levin & Calcagno,
2008; Deil-Amen & Rosenbaum, 2002). Such low percentages of students persisting to degree
completion, the state hardly sees a return on this investment.
Overall, remedial education costs are roughly 10% of the education budget, and, many
times, it is merely 1% to 2% (Saxon & Boylan, 2001). Providing necessary monetary and
educational resources to remediation is an investment for which the return is reduced dependence
less on social programs (Saxon & Boylan, 2001). Researchers stated that the estimated national
cost of remedial education is roughly $1 billion dollars (Breneman & Haarlow, 1999; Pretlow &
Wathington, 2012), with a yearly yield potential of an additional $44 billion dollars in tax
revenues (Saxon & Boylan, 2001).
However, two studies conducted in the last decade suggested that the cost of remedial
education nationwide was much different. According to Bettinger et al. (2013), a study
conducted by Alliance for Excellent Education concluded that the direct costs to deliver
remediation through the United States in the 2007-08 academic year was roughly $3.6 billion
dollars in tuition, fees and instructional costs. The second study was conducted in 2008 by the
Strong American Schools project using pulled data from the U.S. Department of Education
(2012) and estimated that the total taxpayer cost of remediation per student was between $1,607
and $2,008.
Researchers posited that accommodating students in need of remediation results in
dilution or dumbing-down of rigor in college-level courses (Attewell et al. 2006; Levin &
UNPREPARED FOR COLLEGE MATHEMATICS 38
Calcagno, 2008). Some campuses extended semester courses into yearlong courses (Levin &
Calcagno, 2008; Steinberg, 1998) and mixed remedial and non-remedial students together in the
classroom, which dilutes the quality of instruction (Costrell, 1998; Levin & Calcagno, 2008). For
students, the result is a loss of potential earnings during their period of remediation (Breneman &
Haarlow, 1998; Levin & Calcagno, 2008), and, for institutions, it is higher costs due to the lower
completion rates (Calcagno, 2008; Glenn & Wagner, 2006). In addition, other critics argued
that students having to complete multiple remedial courses will potentially lead them to drop out
(Attewell et al., 2006).
Haveman and Smeeding (2006) found that completing some form of postsecondary
education will be amongst the most important indicators of an individual’s success in the labor
market and in society’s increase of overall economic equality and economic and social
mobility. Postsecondary education has increasingly been considered the critical step to obtaining
beneficial and lifelong occupational and economic stability (Kena et al., 2015). Moreover,
Rouse and Kemple (2009) postulated that, if funding and resources are not available to those
who need remediation, the alternative will cost substantially more overall. Consequently, the
repercussions for individuals not earning their high school diploma or obtaining the necessary
work skills to compete in today’s labor market could have an impact on their earnings,
retirement, health, and potentially increase their need for public assistance.
In the end, the consequences are that many four-year universities and some community
colleges serve more students while reducing or discontinuing their offerings of the lowest level
remedial courses (Flores, 2011), which is in direct contradiction of the community college
mantra of open access. In addition, colleges now rely more on technology and on delivering
remedial course through online platforms. As suggested by Pretlow and Wathington (2012), the
UNPREPARED FOR COLLEGE MATHEMATICS 39
proportion of remedial courses offered via distance education rose from 3% to 13% in efforts to
reduce the cost of offering these same courses in the traditional brick and mortar format. This
leads state legislators and policymakers to push to consolidate remediation in the community
college system.
Economics Effects of Remedial Education
In the United States, education, vocational and career training programs have long been
considered the key that unlocks the door to gainful employment, social and economic stability,
and financial security that lead to better standards of living (Jacobson & Lalonde, 2013).
According to Holzer (2012), for individuals who lack postsecondary education, weak education
levels occupational skills and training are barriers to secure good jobs. The increasing demands
on postsecondary education are, by and large, the demands of the U.S. labor force (Baum et al.
2013).
According to Rouse and Kemple (2009), the technological evolution and the expansion of
globalization led to an increase in high-skill careers which force out those who are less skilled. In
addition, Holzer (2012) argued that policies are needed to enable students to earn degrees and
credentials and to allow workers who want to increase their skillsets access to resources that will
make this possible. Additionally, Holzer (2012) suggested that educational and workforce
development must take place at all levels in order to respond effectively to trends in the labor
market, especially with jobs newly created in response to globalization.
To take a step back, high schools must shoulder some of the blame (Rouse & Kemple,
2009) for perpetuating academically underprepared students, which is a fact that resonates in
today’s workforce. Rouse and Kemple, (2009) suggested that, in terms of potential earnings, an
UNPREPARED FOR COLLEGE MATHEMATICS 40
average a high school dropout earns over 45% percent less, and a high school graduate 15%, than
a person with a college education.
However, higher education students continuously fail to complete their educational
pathways of high school diploma and college degree. There are a multitude of reasons for this,
but one that remains salient is the lack of subject competency, especially in mathematics
(Merseth, 2011). Students’ inability to complete math sequences in community college
represents a staggering loss of economic gains for workers and taxpayers, which has also
continuously failed the nation’s youth. According to Haveman and Smeeding (2006),
postsecondary education will be amongst the most important indicators of labor market success
and of reducing persistent economic inequalities.
Today’s global economy heightens the need for highly skilled workers with
postsecondary educational credentials, which places the community college at the center of
efforts to meet this challenge (Pretlow & Wathington, 2012; Rouse & Kemple,
2009). Accordingly, President Obama, during the 2009 State of the Union Address, introduced
the American Graduate Initiative by discussing his vision of a more college educated America.
His aim was that, by 2020, five million more Americans will complete a college education or
apprenticeship, so the United States will have the highest number of college graduates in the
world. With this challenge, President Obama had significant support and emphasis on higher
education on a level not seen since passage of the GI Bill (Handel, 2011). Moreover, ensuring
the American higher education system will to reach President Obama’s mandate warrants a more
supportive discussion in regards to remedial education policies and their benefits (Pretlow &
Wathington, 2012). In addition, without a developed agreement between proponents and
UNPREPARED FOR COLLEGE MATHEMATICS 41
opponents of developmental education, America’s population of unskilled workers will continue
to outnumber the skilled population.
Conclusion
Community colleges operate under open access, allowing students from various
educational backgrounds and various ages to enroll in academic and vocational courses
(Arendale, 2011). In California, as well as nationally, community college leaders and state
policymakers implemented strategies to address the large number of students who assess into
remedial classes, specifically mathematics, immediately after high school (Brown & Niemi,
2007; Perin, 2006). The effects on graduation rates at all levels of higher education is an issue
that leaders have tried to address over the last decade (Bahr, 2010).
Lack of high school math course completion, low assessment placement, and financial
issues/obligations are all contributing factors that remedial students are more likely to encounter
during their pursuit of a degree (Boylon & Saxon, 2009; Levin & Calcagno, 2008; Perin, 2006;).
New approaches to address these factors specifically with incoming freshmen include concurrent
enrollment programs, online courses, learning communities, and accelerated courses (Belfield &
Ting-Liu, 2015). The educational and economic cost at the state and national level will be
severely affected if the issue is not resolved in the near future (Rouse & Kemple, 2009).
President Obama’s pledge to reenergize community colleges and hold them accountable for their
outcomes is a step in the right path toward remedial education reform (Pretlow & Wathington,
2012).
UNPREPARED FOR COLLEGE MATHEMATICS 42
This chapter was coauthored by Jeremy Hart and Casey Hunter.
CHAPTER THREE: METHODOLOGY
This study addresses the problem of high numbers of first-time freshmen in California
community colleges who assess into remedial mathematics after graduating from high school and
who fail to complete the sequence of mathematics courses needed to transfer to a university.
California Education Code section 51224.5(c) requires students complete one year of algebra and
an additional year of math to graduate from high school (California Department of Education,
2016). Eighty-four percent of incoming community college students assessed at least one level
below college-level mathematics (CCCCO, 2009). This problem is important to address because
the number of incoming freshmen assessing into remedial math affects graduation rates transfer
rates and class offerings. It also affects the state and global economies. California ranks eighth in
global economy (U.S. Bureau of Labor Statistics, 2015) and is the most populous state in the
nation (US Census, 2014). It is imperative that incoming college students attain higher levels of
education to maintain both rankings.
Purpose and Research Questions
The purpose of this study was to identify best practices to increase first-time freshmen’s
preparation, persistence, and attainment of educational goals after initial assessment into
remedial math. These students have autonomy over their education once they enter community
college. The study focused on what factors contribute completion of a college-level math class
and transferring to a university. The study was guided by the following research questions:
1. What is the relationship between first-time freshmen’s educational goals and remedial
math placement upon entering a California community college?
2. How does the number of math classes completed in high school affect math placement in
community college?
UNPREPARED FOR COLLEGE MATHEMATICS 43
3. What academic resources and support services do remedial first-time freshman students
in community college utilize for remedial math classes?
4. What are administrators at California community colleges and secondary leaders doing to
increase alignment of mathematics curriculum and expectations?
Conceptual Framework
The structural framework for this study is made up of seven parts that follow the
matriculation process of first-time freshmen entering the California community college system.
The framework is based on traditional registration processes and the mandates of SSS&P (Figure
1). After high school graduation, first-time freshmen have autonomy over their educational pace,
courses, and goals.

Figure 1. Structural Framework
Methods, Sample, and Data Collection
This study utilized a qualitative and quantitative mixed-methods approach that includes
surveys and interviews conducted with students and administrators within a community college
located in southern California as well as administrators from local feeder high schools within the
High School
Preparation
Assessment
Class
Selection
Resources
Educational
Goals
Graduation
Transfer
Workforce/
Economy
California
Community
College: First-
Time Freshmen
UNPREPARED FOR COLLEGE MATHEMATICS 44
community college’s local area. The method used to conduct the interviews for this research
study were qualitative and were administered in the participants’ natural setting. Utilizing a
qualitative research method allowed for a deeper understanding about what is being studied
through multiple lenses. The lenses utilized for this study include interviews, as they are equally
important and used to gather data-rich information and experiences about a particular
phenomenon or topic (Merriam, 2009). Moreover, the researcher analyzed the particular context
in which a participant acted along with the factors that influence the processes, events and
actions that took place (Maxwell, 2013).
Interviews allow for a comprehensive and in-depth dialogue to occur in a one-on-one
format between the interviewer and interviewee. Through the in-person interviews, the
researcher analyzed and recorded the interviewee’s body language, verbal and non-verbal
reactions to questions as well ask follow-up questions if needed to develop a more
comprehensive understanding about the particular topic. By conducting a qualitative study
utilizing interviews the researcher developed a deeper understanding about students’ perceptions
with regards to remedial mathematics and their educational goals. Specifically, this study sought
to understand the perceptions of five respondents about assessing into remedial mathematics and
whether this influenced their educational and career goals.
Sample
For this study, a convenience sample was utilized. According to Merriam (2009),
convenience sample selection is based on time, money, location, and participant availability.
Consequently, convenience sampling is also discouraged because the sample is not likely to
produce in-depth information (Merriam, 2009). Thus, and because of the convenience of the
sample, a purposeful sampling procedure was ensured. Purposeful sampling is a core element
UNPREPARED FOR COLLEGE MATHEMATICS 45
distinctive in qualitative research which allows for the research to focus on specificity, to gather
data-rich information, and to yield insights and in-depth understanding, rather than empirical
generalizations, that address the research questions for a particular study (Patton, 2002; Creswell,
2014; Maxwell 2013). The criteria chosen to ensure the sampling was purposeful were as
follows. Participants were to be first-time community college students who graduated high
school in either 2015 or 2016, assessed or placed into remedial-level mathematics, and have a
major or career identified with the office of admissions and records. Thus, with the specific
selection criteria, the research was purposeful and servers to uncover data-rich information.
Lastly, the student participants were selected based on their completion of the survey and
self-selecting to be interviewed. The community college administrators and high school
administrators were selected based on proximity, convenience, and agreeing to be interviewed.
Moreover, the community college and high school administrators were selected based on their
administrative responsibilities and curriculum management, respectively.
Site
Research was conducted at a California community college located in eastern Los
Angeles County and at its local feeder high schools.
Participants
The participants for this study consisted of community college students, high school
administrators and college administrators. The data collected were contingent on each data
sample and is illustrated in Table 2.

UNPREPARED FOR COLLEGE MATHEMATICS 46
Table 2
Data Collection—Participants
Participants Survey Interview
Questionnaire
Interviews
Community
College Students
X X X
Community
College
Administrators/
Math Chair
X
High School
Administrators
X

A total of 12 interviews were conducted for this study. The participants included in this
study consisted of five first-time community college students who assessed into remedial
mathematics, two community college administrators and five high school administrators.
Moreover, the researcher ensured that the five students interviewed met several criteria. Namely,
they had to be first-year/first-time community college students who assessed into remedial
mathematics, were enrolled in fall semester, and had a major or career identified in with the
office of admissions and records.
This site was appropriate to use because of convenience and because it is a California
community college located in Los Angeles County. Following the latest Accountability
Reporting for the Community Colleges (ARC) data from the CCCCO (2012), roughly 80% of
the students at the community college in this study did not assess at college-level mathematics or
English.
Data Collection
This study utilized interviews and surveys. Interviews were conducted at an agreed upon
location and time with each interviewee. The survey portion of this research study was
conducted through an online platform called Qualtrics. The triangulation of data occurred by
UNPREPARED FOR COLLEGE MATHEMATICS 47
collection through multiple sources, which, in turn, allowed for an in-depth coherent
understanding about how math placement affects persistence toward educational goals (Creswell,
2014). The surveys and interviews took place between the months of May and August of 2016.
Interviews. According to Merriam (2009), interviews are the major source of qualitative
data needed for creating a deeper understanding about what is being researched. Furthermore, the
interviews provided a one-on-one experience between the interviewer and interviewee (Creswell,
2014; Merriam, 2009). Moreover, through the interviews, the researcher viewed and
documented respondents’ verbal responses to the research (Merriam, 2009). The research
questions were semi-structured to ask the same questions of each participant in varying order.
Each question was open-ended, allowing for spontaneous follow-up questions if warranted for
the development of a deeper understanding about the study (Merriam, 2009).
Moreover, prior to the interview, each participant received a questionnaire to complete.
The questionnaire provided additional data specifically related to the research topic for each
participant group (Merriam, 2009). Although the interviewees had knowledge about the
education system in which they worked, the questionnaire allowed for a dialogue to be created
which guided the conversation and placed the researcher and interviewee on a common level
(Patton, 2002). Furthermore, the questionnaire provided a preview of the participant’s reflective
thinking and, for the interviewee, a glimpse into the overall themes of the study (Creswell,
2014). At the start of each interview, the researcher read the interview protocol and provided
and explanation as to why this study was conducted. Each interviewee was informed that if
wanted, copies of the questions, notes, and findings, all could be provided once completed. Table
3 shows a list of the interviewees who participated and their relevant characteristics.
UNPREPARED FOR COLLEGE MATHEMATICS 48
Table 3
Interviews
Participants Relevant
Characteristic
1 (e.g., years in
the school)
Relevant
Characteristic 2
(e.g., years of
experience in
role)
Other Relevant
Characteristics
Length of
Interview
Student A 5 months N/A Female 25:05
Student B 5 months N/A Female 18:09
Student C 1.5 years N/A Female 21:41
Student D 1.5 years N/A Male 17:42
Student F 5 months N/A Female 16:35
Community College
Administrator #1 10 years 2 years
Math Department
Chair 37:15
Community College
Administrator # 2 15 years 4 years Vice President 28:05
High School
Administrator #1 29 years 26 years Vice Principal 17:44
High School
Administrator # 2
25 years 20 years Vice Principal 22:27
High School
Administrator # 3 8 years 8 years Vice Principal 24:31
High School
Administrator # 4 7 years 7 years Vice Principal 18:30
High School
Administrator # 5 7 years 5 years Vice Principal 20:44

Survey. A closed-ended survey design was utilized to obtain quantitative descriptions of
attitudes, numeric data that describes trends, and opinions from first-time California community
college students who graduated high school and assessed into remedial math courses (Creswell,
2014; Merriam, 2009). The survey responses used a Likert scale and/or specific numbers. A
sample questions is “How many years of high school math did you complete?” The results
allowed the researcher to construct generalizations across students. The final question on the
survey asked students if they were interested in participating in an interview. The survey was
UNPREPARED FOR COLLEGE MATHEMATICS 49
sent electronically to 50 students. Out of the 30 who completed the survey, five students agreed
to be interviewed.
Protocols. To develop a deeper understanding about student perceptions about starting
their college journey in remedial mathematics and whether this had any impact on their future
educational and career goals, interviews were semi-structured. Each interviewee received a copy
of the interview questions at the time of the interview. With regards to interview structure, the
researcher did not ask questions of each interviewee in the same order. Outside of the first
question, the rest of the interview was driven by the discussions between interviewer and
interviewee. The follow-up or probing questions were different because they were contingent on
the response the interviewee provided to the previous question, which allowed the researcher to
be flexible with the order the questions. This flexibility, in turn, created a natural less-structured
flow. More importantly, this flexibility and exchange enabled a deeper understanding about the
topic being researched.
Prior to each interview, the researcher went over the interview protocol thoroughly.
Also, the researcher explained what confidentiality means and interviewees did not have to
answer any questions they were not comfortable with and that they could cancel the interview at
any point. Also, the researcher explained that participants could expect a respectful, non-
judgmental and non-threatening environment during the interview (Merriam, 2009).
Furthermore, each interviewee was ensured that the role of the researcher was purely one of a
researcher looking for their honest and candid thoughts, feelings, and perspectives (Merriam,
2009).
Along with writing notes, the researcher used an audio recording device to record the
interviews. Furthermore, the researcher made sure there was a designated column on the right
UNPREPARED FOR COLLEGE MATHEMATICS 50
side of the notes pages to include reflective thoughts that occurred during the interviews.
Moreover, each interview to document was documented through post-interview notes which
allowed for analysis, documentation of thoughts, descriptive verbal and non-verbal cues, body
language, and behavior displayed by the interviewee (Merriam, 2009). Also, the audio recording
of each interview was transcribed verbatim to ensure accuracy of the handwritten notes and that
nothing important or unique was missing.
Data Analysis
According to Creswell (2014), Maxwell (2013), and Merriam (2009), triangulation of
data is needed to assess accuracy and allow for validity in a study. Utilizing triangulation to
compare and cross-check multiple sources of data collected through prior research on remedial
math completion at the community college level, along with interviews with different
participants with different perspectives and surveys, the researcher was assessed, analyzed, and
validated the accuracy of the data (Merriam, 2009). This was important because this study sought
to explain how first-time community college student’s perceptions about assessing into remedial
mathematics influence their educational and career goals. Analyzing data from the interviews,
surveys, and prior research involved using a constant comparative method and axial coding
techniques to establish models of best practices (Glasser & Strauss, 1967; Strauss & Corbin,
1990).
Data were interpreted using the process of triangulation. Merriam (2009) described
triangulation as using multiple methods or multiple sources of data to confirm emerging findings.
A mixed-methods data approach was used for both surveys and interviews. Typical and
convenience sampling were utilized in regards to student and administrator participation. The
college and feeder schools reflect the typical high school and community college in California
UNPREPARED FOR COLLEGE MATHEMATICS 51
(Merriam, 2009). The researcher used community college professional networks to select
administrator interviewees based on convenience of proximity. The identities of all participants
were kept confidential. In this study, interviews, surveys and current statewide data were used to
support findings.
Coding
After interviews and surveys the researcher interpretation, consolidation and reduction of
data is critical in the process of answering the research question (Merriam, 2009). Recurring
themes were identified in the interviews and surveys to align with research questions (Merriam,
2009). By grouping data and creating codes from interviews and surveys “open coding” occurs
and research questions are answered. The researcher will address research questions using state
and local assessment data, interviews, surveys and codes.
Quantitative data were collected from surveys sent via email electronically to 75 first-
time freshmen. Students who completed the survey were from local high schools that all feed
into a community college in southern California. All participants assessed into remedial math
upon entry to community college and completed at least two years of math in high school,
including one year of algebra. Students were part of the graduating class of 2015 or 2016. Thirty
surveys were completed, yielding a response rate of 40.0%.
Qualitative data were collected was from one-on-one interviews with six first-time
freshmen, five local feeder high school administrators in eastern Los Angeles County and two
college administrators. Students volunteered to be interviewed upon completion of the survey.
Administrators interviewed were selected through professional networking and proximity. To
ensure anonymity, high school administrators are referred to as HS Administrators A through E
(Table 4) and community college administrators as CC Administrators A and B (Table 5). All
UNPREPARED FOR COLLEGE MATHEMATICS 52
interviews were semi-structured in format. Merriam (2009) stated semi-structured interviews are
between structured and unstructured, providing flexibility with questioning and responses.
Table 4
High School Administrators
Title Years of Experience
HS Admin A 29 years
HS Admin B 25 years
HS Admin C 8 years
HS Admin D 7 years
HS Admin E 7 years

Table 5
Community College Administrators
Title Years of Experience
CC Administrator A 10
CC Administrator B 15

Data analysis included the empirical coding technique (Harding, 2013). Through this
technique, the researcher read interview transcripts and field notes. The filed notes were utilized
to create categories or codes. These categories included open codes such as not understanding
how to complete the math problems, available class times, balancing to complete all homework
and earn a living, disengagement with the math subject—avoidance. From these larger open
codes, axial codes were established to narrow the examination of the data. The axial codes
included categories such as professor’s passion and engagement, college resources and
assistance, and student’s attitudes and perspectives. Lastly, the selective codes that were derived
from very direct critiquing of the data were personal responsibilities, self-efficacy and
persistence, time/priority management, and educational goals. Once all data were analyzed,
separate codebooks were created (Corbin & Strauss, 2008; Merriam, 2009) for each data
UNPREPARED FOR COLLEGE MATHEMATICS 53
collection instrument. The data from these codebooks were combined to create the master
codebook for this study.
Credibility and Trustworthiness
Internal validity or credibility illustrates how research findings match reality (Merriam,
2009). Credibility and trustworthiness were established at the onset and maintained throughout
the study to ensure objectivity and truthfulness (Creswell, 2014) and that the information
collected, analyzed, and documented was accurate and authentic (Merriam, 2009; Mertens,
2010). Because of background knowledge in the field of education as a full-time counselor and
faculty member, the researcher ensured that, interviews, documentations and examining of data
were conducted with an open-mind and without bias. Furthermore, the lens the researcher used
to conduct the interviews were those of an objective researcher collecting data, not that of a
counselor and full-time faculty member who has been told by students, faculty, and staff about
professors and issues on campus. Moreover, the researcher assured all participants that data
collected and what was said in interviews would be kept strictly confidential.

UNPREPARED FOR COLLEGE MATHEMATICS 54
CHAPTER FOUR: RESULTS
This chapter presents the results obtained from data gathered for the current study that
investigated best practices to increase completion of remedial math sequence for first-time
freshmen. Students who do not assess into college-level mathematics are placed into remedial
math courses. Remedial math courses were created to teach and reteach the necessary math skills
students were supposed to learn in high school. The high number of students testing into
remedial courses, specifically math, has an impact on California community college graduation
and transfer rates (CCCCO, 2015). In addition, the high number of remedial courses has an
impact on course offerings as well as on the state economy at different levels (CCCCO, 2015).
The main purpose of this study was to identify what successful first-time freshmen who
completed remedial math classes have in common and how those commonalties were attainted.
This study also explored what resources first-time freshmen found beneficial in their completion
of remedial math courses and what obstacles prevented utilization of those resources and study
time. Lastly, the study examined the differences in secondary mathematical preparation of first-
time freshmen through interviews and surveys.
Data Gathering
The researcher sent emails to professors who taught predominantly freshman courses at
the community college level seeking time before class to collect contact information for survey
distribution. Electronic surveys were sent to 75 students based on contact information given at
class visitations. The researcher also used state and local assessment data regarding first-time
freshmen from 2015 and 2016. Other data collected at the state and local level regarding
California community colleges described transfer rates, graduation rates and class completion
data. Finally, one-on-one student interviews were conducted. Community college and high
UNPREPARED FOR COLLEGE MATHEMATICS 55
school administrators working in eastern Los Angeles County were also interviewed.
Triangulation was used to validate data analysis (Maxwell, 2013), as this study investigated best
practices to increase first-time freshmen’s mathematics preparation.
The purpose of this study was to identify best practices to increase first-time freshmen’s
skills to complete remedial mathematics courses. Findings were led by the following research
questions:
1. What is the relationship between first-time freshmen’s educational goals and
remedial math placement upon entering California community college?
2. How does the number of math classes completed in high school affect math
placement in college?
3. What academic resources and support services do first-time freshmen in
community college utilize for remedial math classes?
4. What are administrators at California community colleges and secondary leaders
doing to increase alignment of mathematics curriculum and expectations?
For the purpose of this study community college students and administrators, as well as
high school administrators from a large suburban county located in southern California were
surveyed and interviewed. As of the 2014-2015 year, the community college had a population of
30,654 students with 3,370 first-time freshmen. Eleven local districts housing 43 comprehensive
and continuation high schools were within the community college’s local district. Forty-four
percent of incoming first-time freshmen were first-generation students. Females made up the
majority of the student population (53%). Hispanics were the most populous ethnic group on
campus, making up 55% of incoming freshmen. In all, 2,412 students tested into remedial
UNPREPARED FOR COLLEGE MATHEMATICS 56
mathematics, which is similar to national statistics reported that two-thirds of first-time freshmen
require at least one remedial class upon entrance into college (Bailey et al., 2010).
The surrounding school districts served by the college are diverse in socioeconomics and
overall school performance. High schools in the area range from California distinguished
campuses with International Baccalaureate programs and high parental educational attainment to
schools deemed to require program improvement and with low parental educational attainment.
The 11 school districts feeding into the community college campus are located within a 15-mile
radius.
Participant Demographics
First-time freshmen aged 18 and 19 make up 63% of the 1.5 million first-time students in
California’s community colleges (CCCCO, 2016). Females are the majority, with 49.43%
enrolling, while males are 49.40%. Hispanics are the ethnic majority at 52%, followed by Whites
(23%), Asians (9%), and Blacks (6%). Of the 30 first-time freshmen survey respondents 83%
were of Hispanic or Latino descent (Table 6), which means their representation in this sample
was slightly higher than the statewide make up of first-time freshmen in community colleges.
Table 6
Respondent Ethnicity
Answer % Count
White 3.33% 1
Hispanic or Latino 83.33% 25
Black or African American 0.00% 0
Asian/Pacific Islander 3.33% 1
Middle Eastern or Arab American 0.00% 0
Bi-Racial 6.67% 2
Decline to State 3.33% 1
Total 100% 30

UNPREPARED FOR COLLEGE MATHEMATICS 57
Students who agreed to be interviewed were predominately female and graduated in
2016. They all assessed below college-level math. Participants reflected the typical first-time
freshman who tests below college-level math and is required to take at least one remedial course
before being eligible to enroll in a college-level class as outlined in Table 7.
Table 7
Participant Placement
Student Placement Gender Graduation Class
Student A Pre-Algebra Female 2016
Student B Pre-Algebra Female 2016
Student C Beginning Algebra Female 2015
Student D Arithmetic Male 2015
Student F Beginning Algebra Female 2016

Table 8
Parent/Guardian Highest Education Level
Answer % Count
Middle School 20.00% 6
High School 56.67% 17
Associate's Degree 6.67% 2
Bachelor's Degree 16.67% 5
Master's Degree 0.00% 0
Doctoral Degree 0.00% 0
Total 100% 30

UNPREPARED FOR COLLEGE MATHEMATICS 58
Table 9
Siblings Attending College
Answer % Count
Yes 36.67% 11
No 63.33% 19
Total 100% 30

Prior research shows remedial students lack educational capital or familial background in
education to successfully prepare for the rigors of college and major selections while in high
school (Baum et al., 2013; Bettinger & Long, 2008; Burns, 2010). The majority of students
surveyed lacked parental educational capital. Table 8 shows respondents’ parents completed only
middle school or high school completion, and Table 9 shows respondents did not currently have
a sibling in college. Table 8 shows most students survey respondents did not currently have a
sibling in college. The majority of students reported completing pre-algebra in the eighth grade
(Table 10). As stated previously, in this study three of the students who were interviewed
assessed into pre-algebra.
Table 10
8th Grade Math Level?
Answer % Count
Pre-Algebra 53.33% 16
Algebra 1 30.00% 9
Geometry 10.00% 3
Algebra 2 or higher 6.67% 2
Total 100% 30

Table 11 shows students surveyed also reported studying 2 to 4 hours, at most, per week
for math classes in high school. CC Administrator B who is vice president of instruction at a
community college stated, “Students are encouraged to maximize tutoring and support services
UNPREPARED FOR COLLEGE MATHEMATICS 59
as much as possible. The college has provided extended hours to math tutoring centers as well as
online tutorial options.” College students are advised to spend 8 to 10 hours per week studying
for each subject while in college. Student F, who tested into Algebra 1 directly out of high
school, stated, “I go to the math lab for tutoring, but I don’t stay that long. It’s hard to get help
with so many other students there.”
Table 11
High School Math Class Study Hours per Week
Answer % Count
15-20 hours 6.67% 2
10-14 hours 6.67% 2
9-5 hours 20.00% 6
2-4 hours 46.67% 14
Never 20.00% 6
Total 100% 30

Qualitative data were collected from interviews with administrators from the community
college setting as well as high school administrators who directly supervise the counseling
department. All participants gave their consent to be interviewed.
The community college department chair interviewed had only been employed at one
college as a full-time instructor while the dean of instruction had been at multiple campuses
throughout his career. They both were supportive of partnerships between community colleges
and local feeder high schools for the benefit of the incoming students and agreed there was room
for improvement. CC Administrator A, served as chair of the math department stated,
I’m not super sure what we do collaboratively. I know we have a high school outreach
program that I’m afraid I don’t know a whole lot about. Although it’s controversial,
we’re looking at…I know that, although it’s very, very controversial among faculty,
we’re looking at things like dual enrollment, which is a big, you know, could potentially
UNPREPARED FOR COLLEGE MATHEMATICS 60
be very promising, yet, also, it could be very, very problematic. I think that the bridges
program is probably the most successful in that we grab students straight out of high
school when they graduate and get them to make that critical transition straight after they
graduate from high school. So, we grab them that summer, which is very, very key, I
think.
Results for Research Question 1
The first research question asked, “What is the relationship between first-time freshmen’s
educational goals and remedial math placement upon entering community college?” Students
were interviewed were more likely to consider different majors once they found out they had to
complete multiple math classes before they would count towards transferring.
Students enter community college with an idea of what they want to major in based on
familial, educational, and community expectations (Stinebrickner & Stinebrickner, 2011; Riegle-
Crumb & King, 2010). Along the way, based on assessment scores, grades and projected length
of transfer/graduation, majors can change, leaving students uncertain about future goals
(Gasiewski, Eagan, Garica, Hurtado, & Chang, 2012). All of the students interviewed for this
study indicated majors that require one college-level math class after intermediate algebra to
achieve their educational goal. At the community college interviewees attended, data from 2014-
2015 (Table 12) and 2015-2016 (Table 13) show most incoming students assess into remedial
mathematics.

UNPREPARED FOR COLLEGE MATHEMATICS 61
Table 12
2014-2015 First-Time Freshman Math Placements
Course Number
Arithmetic 659
Pre-Algebra 380
Beginning Algebra 115
Intermediate* Algebra 531
College-Level Math* 583
*Note- 1,102 students did not qualify and needed to retest at lower level
Table13
2015-2016 First-Time Freshmen Math Placements
Course Number
Arithmetic 533
Pre-Algebra 300
Beginning Algebra 74
Intermediate Algebra* 576
College-Level Math* 672
Note*- 1,275 students did not qualify and needed to retest at lower level
Student D stated:
In high school, it’s pretty much like you don’t have to learn it. You could go through
everything with copying someone, so you don’t really have to learn anything in high
school. You just go through the courses. You can copy off a buddy or something. They
don’t really make you learn the stuff, but, in college, once you get here, it’s like a reality
check that you actually do have to learn so when, you do take a lower-placement class
you’re just like, “Oh, crap, like, I don’t really know any of this stuff because I didn’t
learn it in high school,” and it makes it hard to take the important classes.
Bahar (2012) found that community college students’ greatest academic barrier is
completion of remedial mathematics courses. In California, graduation and transfer are both less
likely for students who enroll in remedial math classes (Scott, 2014). Two-thirds of first-time
UNPREPARED FOR COLLEGE MATHEMATICS 62
community college students throughout the nation require remedial math assistance, and three-
fourths of students who begin remedial classes fail to ever reach college-level math courses
(Bahr, 2012). Table 14 shows students surveyed and interviewed for the study indicated they
would like to transfer or graduate from community college.
Table 14

Plan to Transfer
Answer % Count
Definitely yes 76.67% 23
Probably yes 16.67% 5
Might or might not 6.67% 2
Probably not 0.00% 0
Definitely not 0.00% 0
Total 100% 30

Students who attended community college for at least three semesters had a different
outlook on remedial math course sequences and the effect they had on their educational goals as
compared to students in their first semester. Student C who tested into beginning algebra after
completing Algebra 2 in high school stated, “Once I got my assessment score, it did make me
question if I wanted to continue in school.” She also said, “I was actually very surprised because
I was taking Algebra 2 in high school my senior year. I did think I was knowledgeable in math.
Now, I can’t even pass Math 51 [beginning algebra] in college. It is frustrating.”
In community college, students select their classes. Student D had not taken a math class
in the last two semesters: “I have to take a break. I’m not that strong in math, so I don’t know. It
stresses me out when I take a math class.” Student D was a nursing major and would need a total
of five remedial math classes in order to transfer for his intended major. He also stated,
“Tutoring and being more focused would help with the stress.”
UNPREPARED FOR COLLEGE MATHEMATICS 63
First-time freshmen from class of 2016 had yet to experience a full semester of college
mathematics when interviews were conducted, yet they did discuss their placement’s influence
on their educational goals even if they had not yet acted on it. Student A, who placed into
beginning algebra and decided to change her major based on information from a counselor,
stated,
Before, I wanted major in computers, but, then, I found out how much math you had to
take. I placed so low. I was unsure. Then, I learned in my counseling class that I have to
take all the math classes, and that is too much. Now, I am thinking about teaching.
Results for Research Question 2
The second research question asked, “How does the number of math classes completed in
high school affect math placement in college?” Students interviewed felt the difficulty or lack
thereof was the most influential factor affecting remedial placement. All the students interviewed
completed Algebra 1 and beyond in high school. However the rigor of classwork and homework
as well as interactions with high school math teachers varied.
In California, students are required to complete two years of math to graduate from high
school: one year of Algebra 1 and an additional year of mathematics (California Department of
Education, 2015). The majority of students surveyed completed Algebra 2 or higher (Table 15).
All students surveyed and interviewed assessed below college-level mathematics directly out of
high school.
Table 15
Highest High School Math Level
Answer % Count
Algebra 1 0.00% 0
Geometry 13.33% 4
Algebra 2 or higher 86.67% 26

UNPREPARED FOR COLLEGE MATHEMATICS 64
Students interviewed stated they took more than two years of math based on social norms
and suggestions by counselors and teachers. Student A said,
My English teacher my junior year really pushed me to keep taking AP classes and keep
going in math. She told me that she knew I would make it and graduate college and stuff,
you know. So, she really motivated me to keep going with my math classes and other
hard classes.
First-time freshmen spoke of teachers and friends encouraging them to complete math classes in
their junior and senior year. Student E stated,
I think my math classes in high school helped me. I stopped taking math class my junior
year, and, then, my best friend talked me into taking a math class during senior year so
we would do better in college. I tested low compared to my friends, but I am glad I took
the math class my senior year because it helped prepare me for my placement test.
Student D, who tested into arithmetic, stated, “I took Algebra 2 class, and I didn’t need to take
the class. I just took it so I was in a math class.”
Dougherty, Mellor, and Jian (2006) identified grade inflation and lack of rigor in high
school academics, specifically critical thinking and math subjects, as causes of the high rate of
students who completed high school requirements yet assess into remedial courses directly out of
high school. Furthermore 53% of students surveyed reported completing pre-algebra before
entering high school. Students interviewed candidly discussed academic deception on their part
and an awareness of not being academically challenged in high school although they earned
passing grades in higher level math courses as if they attained the necessary skills. Student A
expressed her surprise and frustration about testing into remedial math given her high school
preparation.
UNPREPARED FOR COLLEGE MATHEMATICS 65
I honestly thought I would place higher because I took level 3 at first, but I failed it by
five points. So, then I said, “oh, maybe I’ll take Level 2.” So, I tried level 2, but I still
didn’t pass that one, and I felt kind of discouraged because I was like, “Am I really taking
level 1?” Because level 1, I think, was pretty simple for me. And, also, in high school, I
took the highest math. I took stats and probability, so I feel like, “Why am I placing, like,
so low?”
Table 16 shows the majority of students reported earning a 2.5 GPA or higher at the conclusion
of high school.
Table 16
Final High School GPA
Answer % Count
3.5–4.0 13.33% 4
3.0–3.4 36.67% 11
2.5–2.9 30.00% 9
2.0–2.4 20.00% 6
Below 2.0 0.00% 0
Total 100% 30

Results for Research Question 3
The third research question asked, “What academic resources and support services do
first-time freshmen utilize for remedial math classes?” Students interviewed and surveyed
reported utilizing tutoring, supplemental instructors, and counseling during enrollment in
remedial math courses. Counseling specifically helped motivate them connect and utilize other
resources for remedial math class once they understood the importance of transfer requirements.
Bahar (2012) found student success in remedial courses was more likely to occur when
community colleges create a student-focused environment. Students interviewed discussed
UNPREPARED FOR COLLEGE MATHEMATICS 66
different resources that allowed them to improve not only their math grade, but their self-efficacy
as well. Student E stated,
I always go to tutoring offered through the bridge program. I even go to the tutoring in
the library. The other students there are asking for help, and we all kind of have become
close because we don’t learn math easily.
Academic resources and support services are a necessity for California community colleges,
given the high number of students testing into remedial math classes every year. In California,
80% of first-time community college students are required to take one remedial math class
(California Community College Chancellors Office, 2015).
Student B mentioned,
Going to the learning center for tutoring helped a lot. You have tutors there, and they’ll ask
you if you need help, and it helps you understand more. Like, they you go over something
again that you didn’t understand at first, and, then, being with a group of friends or new
people that you meet, and, like, we’re just all trying to understand something. We usually
combine everything we think and figure it out. It helps to understand what you did wrong
and you’re doing right and stuff.
Resources and support services such as counseling and accelerated math courses assist students
in dealing with the demands of academic responsibilities in a shorter period of time, lessening
the likelihood of interference by personal responsibilities or disengagement (Hern & Snell,
2014). Student C stated, “I liked the shorter math class my first year. I have a hard time with
classes that last all semester.”
Students reported feeling not smart or disappointed when placed into remedial math
classes or when they failed a remedial class. Student B stated, “I didn’t feel dumb. I just wish I
UNPREPARED FOR COLLEGE MATHEMATICS 67
could have done better on the test. I wish I would have studied more for the test. I took the
lowest level because I know I am not good at math.” It is important that community colleges and
high schools inform students of the importance of assessments to avoid students’ entering
community college with low beliefs in their abilities. Multiple students stated counseling helped
them understand the importance of doing well in remedial math courses in order to improve their
chances of earning a high enough GPA to transfer to CSU or UC. Student B mentioned, “My
Bridge counselor made me feel better when she broke down transferring to Cal State or UC.”
Results for Research Question 4
The fourth research question asked, “What are administrators at California community
colleges and secondary leaders doing to increase alignment of mathematics curriculum and
expectations?” High school administrators interviewed for the study were well versed end of
year transitional steps for outgoing seniors. Curriculum alignment and college expectations were
assumed to be handled by outreach representatives. College administrators shared the vague
understanding of mathematics preparation for incoming students, instead focusing on what
programs students can benefit from once they enroll.
Callan et al., (2006) stated that collaboration between administration at community
colleges and K-12 campuses takes place annually at political events and meetings that commonly
work as ad hoc committees working toward annual projects. The researcher found that this was a
similar experience for administrators interviewed. CC Administrator A said,
We have a group of all the math professors and all the English professors will try to get
together with local math and English teachers from the local high schools. And I forget
what they call it. They try to have a work group where we meet once a year to work on
that.
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The community college department chair interviewed had only been employed at one
college as a full-time instructor while the dean of instruction had been at multiple
campuses throughout his career. They both were supportive of partnerships between
community colleges and local feeder high schools for the benefit of the incoming
students and agreed there was room for improvement. CC Administrator A, served as
chair of the math department stated,
I’m not super sure what we do collaboratively. I know we have a high school outreach
program that I’m afraid I don’t know a whole lot about. Although it’s controversial,
we’re looking at…I know that, although it’s very, very controversial among faculty,
we’re looking at things like dual enrollment, which is a big, you know, could potentially
be very promising, yet, also, it could be very, very problematic. I think that the bridges
program is probably the most successful in that we grab students straight out of high
school when they graduate and get them to make that critical transition straight after they
graduate from high school. So, we grab them that summer, which is very, very key, I
think
In California, high school students are exposed to college curriculum and expectations
most commonly through dual enrollment (California Department of Education, 2015). Dual
enrollment occurs when high school students enroll in college courses to increase college
awareness as well earn college credit and, often, high school credits at the same time (California
Department of Education, 2015). To participate in dual enrollment, students must have
permission from a high school administrator or counselor (CCCCO, 2015). Assembly bill 288,
was passed in January 2016 dubbed the College and Career Pathways Act, promotes partnerships
between community colleges and K-12 districts (CCCCO, 2015). Specifically, the bill allows
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college courses to be offered on high school campuses to high school students. CC Administrator
A stated, “dual enrollment is controversial among faculty who are against courses being offered
outside of the community college stetting.” High school administrators agreed current
collaboration between institution is not in-depth or as frequent as it should be to establish
programs and pipelines for students to be exposed and aware of community college assessment,
curriculum, and social expectations. High school administrators echo the sentiment of student D
who stated, “my main goal was just to graduate.”
The time constraints and pressures of graduation requirements to be fulfilled are the
primary concerns for students and teaching staff at high schools during students’ latter years.
Preparation for community college is seen as a non-urgent extra duty or responsibility. HS
Administrator A stated,
The community college has reached out to us for prep workshops for math, but it is too
last minute to get organized, but it is available. They want the kids to go for two weeks
straight, and that is sometimes a hardship for the kids. There is not enough time to get it
advertised or to have somebody actually meet with the kids to really stress, hey, this is
gonna make a difference as to how quickly you get through community college if you’re
going onto the next level. You don’t want to take four classes that you don’t get credit for
before you start getting credit.
Based on surveys and interviews, students who completed college course while in high
school were not better prepared for college-level mathematics. Table 17 shows most students
completed college-level courses while in high school.

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Table 17
Community College Course While in High School
Answer % Count
Yes 26.67% 8
No 73.33% 22
Total 100% 30

Students entering community college benefit from academic and social support outside of
the classroom (Kuh et al., 2011). All five high school administrators brought up the snowball
concept of students lacking basic math skills and giving up in math classes throughout high
school. HS Administrator E stated, “The biggest thing that we see with our math kids is basic
math skills. So, they don’t know how to multiply, divide. They don’t know how to use
fractions.” HS Administrator A added,
A lot of times, it depends on support at home. If the home life feels that school is
important, then they’re going to support it. They’re going to help the student who is at
basic level. Unfortunately, that is not the case for most of our students who struggle and
that is something that is truer for certain socioeconomic groups.
For this reason, more services and tutoring are built into high school scheduling. HS
Administrator C said,
We have instituted an academic recovery center where, if they don’t do homework on a
certain day, they have to stay after school, and they can finish that or any other
homework that they have with a credentialed teacher there. We also have math tutoring
four days a week after school.
Based on data from interviews, students use community college tutorial services less frequently
as compared to high school services. Only half of students in this study reported using tutorial
services (Table 18).
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Table 18
Math Tutoring in High School
Answer % Count
Yes 50.00% 15
No 50.00% 15
Total 100% 30

Students rarely make use of office hours to get one-on-one help with math problems
independently. CC Administrator B stated,
Unfortunately, not many students come to my office hours. I don’t know if I am giving
off a bad vibe or it is because I am older now. When I first started teaching, I was getting more
students coming in to see me during office hours. Maybe it is because of my duties as chair now.
But I saw the drop off even before I took the chair position.
First-time freshmen are accustomed to tutorial programs tied into the social aspect of
school. After-school tutoring in high school equates to time spent with friends as well as getting
help. Tutoring in college during the first year equates to time taken away from social activities.
Student D stated, “In high school, you had friends you talk to. Then, in college, you have main
friends that you hang out with every day.”
Cuseo (2003), Hicks (2003), Hoffman (2003), and Hoover (2003) all found that freshman
support courses or first-year experience programs that provide academic and social support and
build community are effective in increasing completion of remedial courses and utilization of
resources.
Summary
The findings for this chapter were collected through surveys and interviews, as well as
state and local assessment databases. Thirty surveys were completed by California community
college first-time freshmen who assessed into remedial mathematics directly after high school.
UNPREPARED FOR COLLEGE MATHEMATICS 72
Community college and high school administrators were interviewed. The results suggest
students entering community college require built-in tutorial, social and academic support in
remedial math classes. This supports the findings of previous research by Cuseo (2003), Hicks
(2003) and Hoffman (2003) in that freshman support programs increase the chances of students
successfully completing college courses.
Educational goals were likely to change once students assessed into remedial math
courses. Students felt it would take them too long to transfer or graduate, so they changed to
majors that did not require as many college-level math classes. Nursing and computer-based
majors were frequently abandoned. This addresses the first research question on remedial math
placement and its effect on educational goals.
Pertaining to the second research question on whether the number of math classes
completed in high school affects math placement in college, results suggest students who
completed courses beyond Algebra 2 were no less likely to test into remedial math than students
who did not. Students felt the rigor and assignments given in high school math classes were not
equivalent to the rigor they experienced in college math classes. Thus, they were constantly
playing catch-up or experiencing high levels of stress based on pace and the amount of
information covered in one class.
The third research question addressed what academic resources and support services first-
time freshmen utilize to help with completion of remedial math courses. The major finding was
students were more informed when they utilized counseling services and found individual and
group tutoring helpful. Students seldom took advantage of one-on-one office hours with
professors. Learning communities where services were built in provided greater exposure to
tutorial and counseling resources and academic peers to form study groups with.
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The final research question examined what community college and secondary leaders do
to increase alignment of mathematics curriculum and expectations. The data revealed
administration at both levels participate in annual planning events that include teachers and
professors. However, follow-through of plans discussed and strategies outlined was not critical to
those involved once they returned to their respective campuses. New state legislation that
encourages dual enrollment that allows high school students to take college classes on high
school campuses is the strongest sign of curriculum and expectations being aligned between
community colleges and local high schools.
Chapter five presents a brief overview, themes found, and conclusions. Finally,
recommendations for future research are discussed.

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CHAPTER FIVE: DISCUSSION
Community college is the largest point of entry to higher education for students after high
school in the United States of America (Perrin,2006). First-time freshmen’s remedial course
placement has been an issue for community colleges and universities at a national level over the
last two decades (Adelman, 2006). In California, 80% of first-time community college students
are required to take at least one remedial math class (CCCCO, 2015).
Remedial math classes are intended to serve as refresher courses for students to improve
basic skills that will allow them to reach and complete college-level math classes. In California
students who enter community college four levels below college-level math have a 25.5% chance
of graduating or transferring to a university (CCCCO, 2015).
Increasing high school preparation as well as collaboration with community colleges
recently became a statewide educational leadership primary goal to increase higher education
attainment. As part of this effort, community colleges adapted a common assessment for all 113
campuses. The CAI would align assessment tests at all state community colleges and would
allow students to take scores from college to college without the need to retest. In addition, a
multiple measures initiative piloted at 13 colleges at the time of this study would allow
community colleges to take placement test scores, high school GPA and highest level of math
completed in high school into account when placing students in math classes.
Purpose of Study
The purpose of this study was to investigate current best practices to increase preparation
and persistence for first-time freshmen at California community colleges in remedial
mathematics. The study examined effective steps students and educators can take to increase the
likelihood of completing remedial math sequences immediately after high school. This study also
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focused on the effectiveness of current collaborative programs between community colleges and
local high schools.
Research Questions
1. What is the relationship between first-time freshman’s educational goals and remedial
math placement upon entering California community college?
2. How does the number of math classes completed in high school affect math placement in
community college?
3. What academic resources and support services do first-time freshmen students utilize for
remedial math classes?
4. What are administrators at California community colleges and secondary leaders doing to
increase alignment of mathematics curriculum and expectations?
Summary of Findings
Data were collected and analyzed through interviews and surveys with students who
graduated high school in 2015 or 2016 and who identify as first-time freshmen. Administrators
from both community college and secondary levels were interviewed as well. Dougherty, Mellor
and Jian (2006) found that high school students did not receive the level of rigor needed to assess
at college- level following high school despite passing both required and elective courses in high
school. This was especially true for historically underrepresented groups (Adelman, 2006).
Academic and support services are critical to the development of first-time freshmen as newly
independent college students.
Data pertaining to research question one showed students entering community college
base their educational goals on environmental and familial accessibility and interactions with
careers and professions (Stinebrickner & Stinebrickner, 2011). The majority of students
UNPREPARED FOR COLLEGE MATHEMATICS 76
surveyed had educational goals that required at least one college-level math course. Students
stated a lack of connection between mathematics and their educational goal prior to entering
college. Students in their first semester of college discussed doubt about selected majors based
on the number of math courses required to transfer or graduate. Students who had attended
college at least one semester were more likely to avoid the rigor, embarrassment, and stress of
attempting or repeating a math class they completed in high school or attempted and failed in
college. Nationally, three-fourths of first-time community college students who begin remedial
math classes fail to ever reach college-level math courses (Bahr, 2012). The hesitation of
students interviewed to proceed with math sequences or maintain educational goals supports
prior research on the difficulty students have in completing remedial mathematics sequences
(Bettinger et al., 2013).
The second research question focused on how the number of math courses completed in
high school affected math placement in college. Hoffman (2003) and Adelman (2005a) identified
the rigor of high school courses as the strongest indicator of degree completion. Findings were
that, although students completed an additional year of mathematics past the two-year state
requirement for high school graduation, remedial math placement in community college was
likely. Interviewees reflected on not being academically challenged, lack of classroom control,
and no fear of cheating during math class in high school. Students who completed math during
senior year of high school felt the class helped them place higher in the remedial course
sequence.
Research question three explored academic resources and support services utilized by
first-time freshmen. Hern and Snell (2014) found that resources and support services, including
tutoring, counseling, learning communities, and accelerated courses, help students deal with
UNPREPARED FOR COLLEGE MATHEMATICS 77
demands of personal and academic responsibilities. Students flourished in learning communities
as well as in accelerated math courses. Community college administrators stated first-time
freshmen who were part of learning communities or bridge programs for remedial math utilized
tutoring and counseling more often than students who were not apart such programs. The
positive effect these services had on their belief they could complete the remedial math sequence
was evident in course completion rates. College administrators viewed resources offered in
learning communities as tools to assist students who have been historically underserved with
quality education and the necessary support regarding academic uncertainty and anxiety brought
on by the pace, independence and workload of college remedial courses.
Data pertaining to the final research question exposed a disconnect between community
college administrators and secondary administrators pertaining to expectations, opportunities and
institutional goals. Although state-led efforts to increase collaboration between the two systems
increased in recent years, administrators candidly spoke of not being aware of the effectiveness
of collaboration between high schools and community colleges. Yearly planning meetings and
retreats were common. However, according to college administrators, follow-up on and
implementation of strategies discussed were minimal. High school administrators spoke of the
issue of access and timing that would allow students to prepare for community college rigor and
expectations. The most common form of communication between the community college and
high schools were informational visits by high school outreach representatives. Administrators
and students agreed collaboration between systems not only needs to increase but needs to be
made more frequent to increase preparation and knowledge of expectations among first-time
freshmen.

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Emergent Themes
Eight themes were discovered and supported by data collected and analyzed. First, the
majority first-time freshmen in this study lack the necessary math skills to assess into college-
level math courses. Second, high school math curriculum and teacher expectations do not align
or prepare students for community college math curriculum and professors’ expectations. Third,
administrators at community colleges are willing to collaborate and see the benefit of office
hours, learning communities and accelerated classes. Fourth, high school administrators lack
consistent communication with community college administrators or decision-makers to be well
versed in opportunities for exiting students. Fifth, first-time freshmen flourish academically and
have increased confidence the more they utilize counseling and tutorial resources. Sixth, first-
time freshmen struggle with time management and academic responsibilities and decision-
making. Seventh, first-time freshmen are more likely to participate in tutoring and take initiative
to start study groups if they are part of bridge programs or learning communities. Eight, students
would like to be better informed of expectations and options regarding assessment tests before
their senior year
Implications
The findings of this study provide valuable insight into best practices to increase
preparation, persistence and utilization of resources of first-time freshmen entering California
community colleges as remedial math students. Community college students face challenges
with persistence and low class completion rates (Bettinger, Boatman, & Long, 2013). The
findings also allow community college and secondary administrators to see what resources are
helpful to remedial math students, but also the most effective way to connect and encourage
students to utilize academic and social resources provided. Rouse and Kemple (2009) identified
UNPREPARED FOR COLLEGE MATHEMATICS 79
factors that affect student persistence include motivation, ability, interest, family support, health,
prior academic experiences, and quality of secondary school curriculum. First-time freshmen are
not accustomed to the rigor, pace or independence experienced in community college remedial
math courses. Bridge programs and learning communities which include tutoring services and
counseling resources within the curriculum or linked to the class provide initial exposure to
students that might not otherwise take advantage of them. This supports prior research of
Cantone (2001) found students who lack the basic math skills to assess into college-level
mathematics need to be placed into developmental/counseling course paired with their remedial
math course to connect personal interest and goals to the necessity of completing remedial math
courses. Learning communities and bridge programs provide students resources and a sense of
belonging that allows them to put greater effort into passing remedial classes and increase
utilization of those resources with less embarrassment or doubt of effectiveness.
First-time freshmen in remedial mathematics are more likely to change educational goals
or become uncertain based on length of remedial math sequence or difficulty experienced in
remedial math courses. High school juniors and seniors would benefit from clear explanations
and examples of remedial math sequences and how it can affect educational goals. Postsecondary
and community college administrators agree communication and collaboration needs to increase
between systems to increase participation in programs such as dual enrollment, bridge and
learning communities that are proving to help students’ complete remedial math sequences and
reach their educational goals (Belfield & Ting-Liu, 2015).
Recommendations for Future Research
Based on the results, four recommendations for future research emerge. First, the effects
of multiple measures and common assessment on first-time freshmen transfer and graduation
UNPREPARED FOR COLLEGE MATHEMATICS 80
rates should be analyzed. Second, researchers should investigate the effects of Common Core on
preparation for incoming freshmen. Third, research should delve into effective collaboration
between California community colleges professors and high school teachers. Lastly, a focus of
study should be improving tutorial services for remedial math students not participating in
special programs.
Suggestions Based on Findings
 Increase accountability regarding collaboration between high school and community
college administrators.
 All high school students need to have exposure to the curriculum and pace of community
college.
 Specialized programs such as first-year experience, bridge and accelerated courses need
to partner with academic departments on campus to ensure students are connected to
programs before they complete remedial math sequences.
 Math faculty at California community colleges need to include student office hour
contact within their curricula and/or immediately after class in same location.
 First-time freshmen who do not complete remedial math courses after their first semester
should be contacted to schedule an appointment with a counselor to explore
interventions.
 Superintendents and high school principals need to be informed of multiple measures and
common assessment benefits for first-time freshmen.
Conclusion
Remedial math is a barrier for California community college students entering college
immediately after high school who are not academically or socially prepared to handle the rigor,
UNPREPARED FOR COLLEGE MATHEMATICS 81
pace, and expectations. There are programs such as Bridge, First Year Experience, and
accelerated math courses that attempt to address this issue. Community colleges also piloted
multiple measure programs to allow assessment scores as well as high school GPA to be taken
into consideration when placing students into math classes. In this study, students were open and
honest with the lack of challenging instruction as well as their own lack of maturity in high
school when it came to math.
High school administrators at low-performing high schools were more concerned with
getting students through than with preparing them for the next level. Collaboration between
community college leaders and school district leaders must increase to allow students access and
information as to the benefits and opportunities available to them in high school and at the
community college. This study shows that, although current practices of learning communities
yield positive results, many students do not have the fortune of having game-changing resources
attached to those programs in general classes. Ensuring early exposure to community college
curriculum, expectations and resources would improve success and persistence rates for first-
time freshmen in remedial math courses.
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Appendix A
Interview Protocol
Administrators
1. What is the expectation of the math department for students who enroll in remedial math
courses?

2. What academic similarities or tendencies do students that struggle in remedial math courses
exhibit and how is your department addressing these issues?

3. What structural changes at your institution would be necessary to close the achievement gap
for those students who initially enter or assess in need of remedial math to reach college level
proficiency?

4. What tutorial services are offered for students who under preforming in their math classes?

5. What collaborative programs does your institution have to increase college preparation?

6. How would you describe communication between high school and community college
leadership regarding remedial math placement?

7. How will implementation of the Common Assessment Initiative and/or Common Core impact
your students or campus?

8. What are you doing as an educational leader to address the differences in math curriculum?

Students
1. What are your thoughts about placing into remedial mathematics?

2. In your opinion what contributed to you being placed in remedial mathematics?

3. What were your experiences as a student in math classes during high school?

4. What personal factors if any do you perceive as barriers to completing the remedial math
sequence?

5. What were your educational goals prior to completing the math assessment?

6. What are your educational goals after assessing into remedial mathematics?

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7. What resources do you use currently to supplement your remedial math?

8. What options or opportunities did you believe were available to you post high school?

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Appendix B
Survey
Community College Remedial Math Placement and High School Preparation
Student Survey- Math Placement

Q1 What is the highest level of math you completed in high school?
 Algebra 1 (1)
 Geometry (2)
 Algebra 2 or higher (3)

Q2 What level of math were you enrolled in during the 8th grade?
 Pre-Algebra (1)
 Algebra 1 (2)
 Geometry (3)
 Algebra 2 or higher (4)

Q3 What is the highest level of education completed by either your parent/guardian?
 Middle School (1)
 High School (2)
 Associate's Degree (3)
 Bachelor's Degree (4)
 Master's Degree (5)
 Doctoral Degree (6)

Q4 On average how many hours per week did you study for your math class in high school?
 15-20 hours (1)
 10-14 hours (2)
 9-5 hours (3)
 2-4 hours (4)
 Never (5)

Q5 What was your over GPA at the end of high school?
 3.5-4.0 (1)
 3.0- 3.4 (2)
 2.5- 2.9 (3)
 2.0-2.4 (4)
 Below 2.0 (5)

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Q6 Do you plan on transferring to a university?
 Definitely yes (1)
 Probably yes (2)
 Might or might not (3)
 Probably not (4)
 Definitely not (5)

Q7 Do any of your siblings currently attend college?
 Yes (1)
 No (2)

Q8 How many years of math did you complete in high school?
 4 years (1)
 3 years (2)
 2 years (3)

Q9 What is your intended major?

Q10 What high school did you graduate from?

Q11 Did you ever attend tutoring sessions for math in high school?
 Yes (1)
 No (2)

Q12 Did you participate in any college preparatory programs while in high school?
 Yes (1)
 No (2)

Q13 Was there someone in your household that could help you with your math homework?
 Yes (1)
 No (2)

Q14 Did you complete a community college course while in high school?
 Yes (1)
 No (2)

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Q15 Please specify your ethnicity.
 White (1)
 Hispanic or Latino (2)
 Black or African American (3)
 Asian/Pacific Islander (4)
 Middle Eastern or Arab American (5)
 Bi-Racial (6)
 Decline to State (7)

Q16 Please specify your gender.
 Male (1)
 Female (2)
 Transgender (3)
 Decline to State (4)

Q17 If you would like to participate in a one-on-one interview. Please provide your email
address below.

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Appendix C
Informed Consent
University of Southern California
Rossier School of Education

INFORMATION/FACTS SHEET FOR EXEMPT NON-MEDICAL RESEARCH

Underprepared For Community College Mathematics:
An Investigation Into Best Practices And Approaches To Increase Preparation, Persistence
And Attainment Of Educational Goals

You are invited to participate in a research study conducted by Jeremy Hart, Casey Hunter and Dr.
Pedro Garcia, Advisor, at the University of Southern California, because you are currently a first
time freshman in community college who graduated high school in 2015 or 2016; or a community
college or high school administrator. You must be aged 18 and up to participate.

Your participation is voluntary. You should read the information below, and ask questions about
anything you do not understand, before deciding whether to participate. Please take as much time
as you need to read the consent form. You may also decide to discuss participation with your
family or friends. You will be given a copy of this form.

PURPOSE OF THE STUDY
The purpose of this study is to identify factors contributing to recent high school graduates’ initial
assessing into remedial math classes. Best practices will be identified and explored. The secondary
purpose of this study is to better understand the effect preparation has on students’ persistence and
perception regarding completion of their educational goals (certificates, degrees, transfer).

PARTICIPANT INVOLVEMENT
If you volunteer to participate in this study, you will be asked to complete an online survey that
contains multiple choice and short answer questions. The online survey is anticipated to take no
more than 10 minutes to complete.

All survey participants will be invited to participate in an optional follow-up interview via Skype
or in-person. The interview is voluntary, and anticipated to last approximately 1 hour and will be
audio-taped. Interview settings and time will be determined by the participant. You will be
provided with notes/ transcription if you so request.

For all procedures, you don’t have to answer any question you don’t want to.
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ALTERNATIVES TO PARTICIPATION
Your alternative is to not participate. Your relationship with your employer, or your current or
former institution, will not be affected whether you participate or not in this study.

CONFIDENTIALITY
Any identifiable information obtained in connection with this study will remain confidential, will
only be used to set up the survey and interview, and will not be linked to your responses. The direct
identifiers will be destroyed at the completion of the study procedures.

The anonymous data will be stored on the researcher’s computer. The participant has the right to
review audio recordings and transcriptions. Transcriptions are obtained through Rev.com.

Researcher notes, audio recordings, transcripts and other data will be kept for a minimum of three
years after completion of the study.

The results of this research may be made public, shared with participating sites and quoted in
professional journals and meetings, but results from this study will only be reported as a group
such that no individual respondents can be identified. No identifiable information will be included.

The members of the research team and the University of Southern California’s Human Subjects
Protection Program (HSPP) may access the data. The HSPP reviews and monitors research studies
to protect the rights and welfare of research subjects.

INVESTIGATOR CONTACT INFORMATION
If you have any questions or concerns about the research please feel free to contact:
1) Jeremy Hart. 310-562-6784. Jeremyeh@usc.edu
2) Casey Hunter. 310-429-2589. Caseyhun@usc.edu
3) Dr. Pedro Garcia. 213-740-1208 Pegarcia@usc.edu Rossier School of Education, USC
1150 S. Olive Street, Los Angeles, CA 90015

IRB CONTACT INFORMATION
If you have questions, concerns, or complaints about your rights as a research participant or the
research in general and are unable to contact the research team, or if you want to talk to someone
independent of the research team, please contact the University Park Institutional Review Board
(UPIRB), 3720 South Flower Street #301, Los Angeles, CA 90089-0702, (213) 821-5272 or
upirb@usc.edu.

UNPREPARED FOR COLLEGE MATHEMATICS 107
Appendix D
Administrator Invitation

Dear Administrator,
My name is Jeremy Hart, and I am a doctoral candidate in the Rossier School of Education at
University of Southern California. I am conducting a research study as part of my dissertation,
which examines Remedial Math Placement and First Time Freshmen. You are cordially invited to
participate in the study. If you agree, I will conduct a one on one interview with you that should
last no longer than 30 minutes. The online survey is anticipated to take no more than 10 minutes
to complete. Depending on your availability, you may be asked to be interviewed via Skype or in-
person. Participation in this study is completely voluntary. Your identity as a participant will
remain confidential at all times during and after the study.
If you have questions or would like to participate, please contact me at 310-562-6784.

Thank you for your consideration,

Jeremy Hart
Doctoral Candidate - Rossier School of Education
University of Southern California

UNPREPARED FOR COLLEGE MATHEMATICS 108
Appendix E
Student Invitation

Dear Student,
My name is Jeremy Hart, and I am a doctoral candidate in the Rossier School of Education at
University of Southern California. I am conducting a research study as part of my dissertation,
which examines Remedial Math Placement and First Time Freshmen entering community college.
You are cordially invited to participate in the study. If you agree, you are invited to complete an
online survey that contains multiple choice and short answer questions.
The online survey is anticipated to take no more than 10 minutes to complete. Depending on your
responses to the survey and your availability, you may be asked to be interviewed via Skype or in-
person. The interview is voluntary, and anticipated to last approximately 30 minutes and will be
audio-taped.
Participation in this study is completely voluntary. Your identity as a participant will remain
confidential at all times during and after the study.
If you have questions or would like to participate, please contact me at 310-562-6784.

Thank you for your consideration,

Jeremy Hart
Doctoral Candidate - Rossier School of Education
University of Southern California

Abstract (if available)

Abstract The purpose this study was to identify best practices for first-time freshmen entering community college whom assess into remedial math. Research questions were designed to bring clarity and direction for administrators at secondary and community college levels. Research questions include: (1) What is the relationship between first-time freshmen’s educational goals and remedial math placement upon entering a California community college? (2) How does the number of math classes completed in high school affect math placement in community college? (3) What academic resources and support services do first-time freshmen students in community college utilize for remedial math classes? (4) What are administrators at California community colleges and secondary leaders doing to increase alignment of mathematics curriculum and expectations? This study was done using a mixed methods-approach. Thirty first-time freshmen completed online surveys, and five agreed to one-on-one semi-structured interviews. Administrators at the community college and high school level were also interviewed. The findings indicate communication, follow-up, and implementation of collaborative programs between high schools and community colleges need to increase. Additionally, findings suggest first-time freshmen are more likely to complete remedial math sequences if they utilize academic and personal resources. Overall, this study provides confirmation of the importance of early access and exposure to college curriculum and expectations for incoming freshmen.

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Asset Metadata

Creator Hart, Jeremy (author)

Core Title Unprepared for college mathematics: an investigation into the attainment of best practices to increase preparation and persistence for first-time California community college freshmen in remedial...

School Rossier School of Education

Degree Doctor of Education

Degree Program Education (Leadership)

Publication Date 02/02/2017

Defense Date 01/10/2017

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag assessments,community college,first-time freshmen,Mathematics,OAI-PMH Harvest,persistence,remedial,resources

Format application/pdf (imt)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Garcia, Pedro E. (committee chair), Castruita, Rudy (committee member), Foster, Dyrell (committee member)

Creator Email jeremyeh@usc.edu

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c40-372091

Unique identifier UC11214645

Identifier etd-HartJeremy-4984.pdf (filename),usctheses-c40-372091 (legacy record id)

Legacy Identifier etd-HartJeremy-4984.pdf

Dmrecord 372091

Document Type Dissertation

Format application/pdf (imt)

Rights Hart, Jeremy

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the a...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA