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Ready or not? Unprepared for community college mathematics: an exploration into the impact remedial mathematics has on preparation, persistence and educational goal attainment for first-time Cali...

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Content UNPREPARED FOR COLLEGE MATHEMATICS 1
READY OR NOT?
UNPREPARED FOR COMMUNITY COLLEGE MATHEMATICS:
AN EXPLORATION INTO THE IMPACT REMEDIAL MATHEMATICS HAS ON
PREPARATION, PERSISTENCE AND EDUCATIONAL GOAL ATTAINMENT FOR FIRST-
TIME CALIFORNIA COMMUNITY COLLEGE STUDENTS

by
Casey L. Hunter

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 Casey L. Hunter
UNPREPARED FOR COLLEGE MATHEMATICS 2
Dedication
First, I would like to give thanks to the man above. I prayed daily for Him to provide
strength, resilience, and perseverance to finish this dissertation, which he did. Second, I want to
thank my mother because, without you, none of this would have been possible. Lastly, I want to
thank my son, Casey. Casey, you are my daily inspiration, and I hope that you are inspired to
pursue all of your dreams, and may all of your goals come to fruition; I completed this for you,
Babyboy!

UNPREPARED FOR COLLEGE MATHEMATICS 3
Acknowledgements
I want to acknowledge my dissertation committee chair, Dr. Pedro Garcia. Thank you,
for your encouragement, guidance, and leadership throughout the doctoral program and the
completion of this dissertation were invaluable. Also, I would like to send a special thank you to
Dr. Rudy Castruita and Dr. Dyrell Foster for also serving on my dissertation committee. Your
perspectives, direction, and support were greatly appreciated. To all the members of dissertation
committee, thank you for assisting me in creating a solid foundation to grow professionally as I
continue working to bring academic and social change to the field of education and, more
importantly, be the voice for those who are not at the table, or in the room.
I also want to acknowledge my classmates, my sister and brother from another mother;
thank you for the laughs, patience, support, and at times tough love over the last three years. I
could not have done this without you two, thank you both.
Lastly, and most important, I want to acknowledge my love and soulmate, family, love
ones, and friends. Thank you for your patience and supporting me emotionally, psychologically,
physically and, even sometimes, spiritually. Words cannot express the love and gratitude I have
for you being there for me during my times of need. I would not have completed my educational
journey without all of you.
UNPREPARED FOR COLLEGE MATHEMATICS 4
Table of Contents
Dedication 2
Acknowledgements 3
List of Tables 6
List of Figures 8
Preface 9
Abstract 10
Chapter One: Overview of the Study 11
Higher Education at the National Level 12
Higher Education at the State Level 15
Statement of the Problem 17
Purpose of the Study 19
Significance of the Study 21
Limitations 23
Delimitations 23
Assumptions 24
Definition of Terms 24
Organization of the Study 27
Chapter Two: Review of the Literature 28
Organization of the Literature Review 29
History of the Community College system in the United States 30
History of Remedial Education 31
Assessment and Placement 32
Best Practices 36
Course Sequence 37
Accelerated Remedial Courses 37
High School Effect: California and Nationwide 40
California Community College Students’ Education Goals 42
Perception, Preparation, and Persistence 43
Cost of Remedial Education 47
Economic Effects (Workforce) 52
Summary 54
Chapter Three: Methodology 55
Purpose of the Study 56
Conceptual Framework 57
Methods, Sample, and Data Collection 58
Sample 59
Site 60
Participants 60
Data Collection 61
Data Analysis 65
Researcher Bias, Credibility, Trustworthiness 66
Chapter Four: Findings 68
Research Questions 70
Data Collection 71
UNPREPARED FOR COLLEGE MATHEMATICS 5
Site, Sample, and Procedures 71
Surveys 74
Results for Research Question One 77
Assessment 78
Academic Preparation and Self-Efficacy 80
Education Goals 83
Results for Research Question Two 88
Number of Remedial Courses Needed 91
Results for Research Question Three 94
Accelerated Courses, Bridge Programs, and Learning Communities 99
Learning Communities 101
Results for Research Question Four 103
Lack of Collaboration 104
Expectations 109
Validation Rule 111
Dual-Enrollment 112
Ancillary Comments 114
Summary 116
Chapter Five: Discussion 119
Purpose of the Study 120
Research Questions 120
Summary of Findings and Emerging Themes 121
Emerging Themes 121
Findings 122
Implications 127
Recommendations Based on the Implications 128
Recommendations for Future Research 129
Limitations 131
Conclusion 132
References 136
Appendix A: Interview and Survey Protocols 154
Appendix B: Informed Consent Form 158
Appendix C: Administrator Invitation 160
Appendix D: Student Invitation 161

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List of Tables
Table 1: Six Phases of Developmental Education in United States History 31
Table 2: Participants 60
Table 3: Interviews 62
Table 4: Students Placement and Percentages Totals 70
Table 5: Student Characteristics / Free or Reduced-Price Lunch Data 73
Table 6: FRPM Data for Most Local Feeder High Schools 73
Table 7: Financial Aid: Pell Grants—Loans Racial / Ethnicity & 2nd Year Retention and 150%-
of-time-Graduation Rates: First Time Students 74
Table 8: Demographic Data/High School Types 75
Table 9: Interviews: Students 76
Table 10: Interviews: Administrators 76
Table 11: Research and Interview Questions 77
Table 12: Perception: Initial Community College Assessment Level 78
Table 13: Numbers of Hours Spent Each Week on Math Homework 82
Table 14: Parent/Guardian Highest Level of Education 84
Table 15: Education Goals: Before and After Assessment 85
Table 16: First Semester—Registered/Stopped-Out/Continued in Remedial Math Course 86
Table 17 High School GPA - Surveys 87
Table 18: Survey Data: Highest level of Mathematics and Years in High School 89
Table 19: Math Course and Assessment Level 90
Table 20: Interview Data: Mathematics in High School/ Community College
Assessment Level 92
Table 21: Completion of Remedial Math Sequence/Education Goal 93
Table 22: Tutoring Session Participation 95
UNPREPARED FOR COLLEGE MATHEMATICS 7
Table 23: High School Resources 96
Table 24: College Resources 96
Table 25: Someone in the Household to Assist with Math 98
Table 26: College Preparatory Programs/Accelerated Courses/Bridge Programs/Learning
Communities 100
Table 27: Collaboration 104

UNPREPARED FOR COLLEGE MATHEMATICS 8
List of Figures
Figure 1: Community College Pathway to Degree Attainment and Workforce 58
Figure 2: High School GPA - Surveys 87
Figure 3: Tutoring Session Participation 95

UNPREPARED FOR COLLEGE MATHEMATICS 9
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, Jeremy
Hart. 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 fulfilling California high school
mathematics graduation requirements and the difficulty first-time freshmen have in completing
college remedial math sequences.

UNPREPARED FOR COLLEGE MATHEMATICS 10
Abstract
The purpose of this study was to develop a better understanding about the relationship
between community college course placement based on assessment and its effects on a student’s
education and/or career goals. This study was conducted to specifically address (1) the
relationship between educational goals and remedial math placement for first-time freshmen
entering a California community college, (2) how the number of math classes completed in high
school affects math placement in community college, (3) what academic resources and support
services college remedial math students find helpful, and, lastly, (4) what administrators in
postsecondary and secondary education do to increase alignment of mathematics curriculum and
expectations. This study applied a mixed-methods approach in that 24 first-time community
college students completed a survey. From those, six students as well as four high school and
two community college administrators participated in semi-structured in-person interviews.
Through triangulation, this study’s findings indicate that a student’s community college
placement has an effect or impact on their attaining their education and/or career. Moreover,
several factors affect a student’s assessment results: highest level of mathematics completed
previously, prior academic preparation, course-taking behaviors, and self-efficacy. Overall, this
research provides an in-depth understanding about the factors that have an impact on students’
perceptions of their placement and how this will influence their decisions regarding their
education and/or career goals.

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This chapter was coauthored by Jeremy Hart and Casey Hunter.
CHAPTER ONE: OVERVIEW OF THE STUDY
The higher education system in the United States is in an academic preparedness,
remediation, and readiness crisis, especially in regards to remedial or developmental education
and student and persistence (ACT, 2005: Levin & Calcagno, 2008). Research showed
remediation, tutorials, and programs providing assistance to students in higher education is not a
new phenomenon, but, in fact, remediation is arguably as old as American higher education and
has been around for centuries (Breneman & Haarlow, 1999). Since the turn of the century, the
number of students entering a community college to begin their postsecondary education steadily
increased, and so has the number of students unprepared for the college curriculum (Cox, 2009).
The need for educational attainment beyond secondary education in the United States has not
subsided, and, in order for the citizenry to remain competitive socially and economically, more
individuals need to attain postsecondary education and credentials (American Association of
Community Colleges [AACC], 2014). Therefore, many students believe that, in order to be
eligible for careers they consider will provide them financial security, higher education is the
route to pursue (Cox, 2009).
Students enter the community college system for a multitude of reasons, including
updating or renewing their skill-sets, career advancement, vocational and apprenticeship training,
or to transfer to a four-college or university (Martin, Galentino, & Townsend, 2014). However,
for many college students, community college students specifically, the barriers and obstacles
they encounter are challenging (Karabenick 2004; Melguizo et al., 2008). Accordingly,
Cullinane and Treisman (2010) posited that the community college system in the United States is
not an entryway but burial ground for many students who need to complete remedial education
to obtain their educational goals.
UNPREPARED FOR COLLEGE MATHEMATICS 12
Higher Education at the National Level
Thus, the community college system in the United States is an essential component and
critical entry point into higher education for roughly 12.4 million students throughout 1,123
institutions. The community college system, which educates almost half of the of the nation’s
undergraduates, provides academic and social services to a very diverse student population.
Many members of this population may also experience an array of academic and social
challenges as they maneuver through their educational pathways (AACC, 2014; Calcagno,
Bailey, Jenkins, Kienzl, & Leinbach, 2008). Nationally, community colleges pride themselves in
being institutions of higher education, with their missions centered around open-access, low
tuition rates, flexible scheduling, convenient locations, and programs and services to assist at-
risk students to overcome social and academic barriers that impede their educational and career
opportunities (Calcagno, et al., 2008; Cohen & Brawer, 1996; AACC, 2014). Whether a
student’s goal is to transfer to a 4-year institution or to immediately join the workforce,
community colleges can provide the preparation, training, and services that students can access
towards completing their goals (AACC, 2014).
Nationally, over the last decade, economic fluctuation caused an increase in both
postsecondary student enrollment, as adults either return to or start college, and in demand for
highly skilled workers (Belfield & Bailey, 2011). This increase in enrollment creates a higher
need for remedial courses (Cox, 2009). However, because of their lack of academic preparation,
a number of students who enter any one of the over 1,100 community colleges in the United
States is doing so not prepared for post-secondary college level courses in reading, writing, and
mathematics, which necessitates remedial education (Perin, 2006). Remedial or developmental
education is defined as a class intended for students who do not have the academic skillset
UNPREPARED FOR COLLEGE MATHEMATICS 13
necessary to perform at college-level instruction (Boroch et al., 2007; Grubb & Worthen, 1999).
Nevertheless, many students who start their higher education journey do so seeing community
college as their only accessible pathway, pipeline or conduit toward a better social and economic
life (Perin, 2006; Cox, 2009).
California community college students do not graduate in an efficient timeframe—150%
of the maximum timeframe or a maximum of 90 units (California Student Aid Commission,
2012). According to the Martin, et al. (2014), over 45% of community college students in the
United States will not graduate from any institution of higher education within 6 years, and
another 20% will have not completed their degree. Students continuously entering postsecondary
education assessing below college-level English, reading, and mathematics are a significant
problem. Furthermore, according to Bailey and Zeindenberg (2010), less than 40% of students
actually complete the remedial course sequence needed to reach college proficiency.
Hence, community college students’ perceptions about their assessment level, previous
mathematics preparation, and the number of courses they must complete to reach college-level
mathematics will have a profound influence on whether they are likely to persist or complete
their educational goal (Bailey, Jeong, & Cho, 2010; Bailey & Zeindenberg, 2010). According to
Boroch et al. (2007), time to degree or transfer completion is affected by the number of levels
below college-readiness a student tests into and the number of courses needed to reach college
aptitude in English and mathematics. In the California community college system, the number of
remedial courses needed to reach college-level proficiency can be as few as one to as many as
three and five in English and mathematics, respectively (California Community Colleges
Chancellor’s Office [CCCCO], 2013). As a result, higher education administrators, researchers,
and parents share a growing concern about student departure from colleges and universities and
UNPREPARED FOR COLLEGE MATHEMATICS 14
failure to complete postsecondary studies and, in turn, not obtaining their educational goals
(Kreysa, 2006, Braxton, 1999). Not completing higher education will most likely negatively
affect career and occupational choices, salaries, social status, and other benefits that completing a
degree offers (Kreysa, 2006).
Adding to this, many first-time college students entering the community college system
do so under misconceived notions that they will either complete their associate’s degree and/or
transfer within two years. Even though community colleges in the United States are considered
open-access, before a student can register for degree-completion courses such as English and
mathematics, they must complete an assessment or placement exam in the aforementioned
subjects. So, in theory, a student enters college. However, in practice, they must complete their
community college’s assessment or placement tests to determine if they are college-ready or are
need remediation (Scott-Clayton, 2012). Thus, many students who just graduated high school are
surprised and discouraged when counselors inform them that they are not eligible to take college-
level courses (Bailey & Zeidenberg, 2010).
Thus, California community colleges work toward statewide implementation of the
Common Assessment Initiative (CAI) to reduce unnecessary remediation and reassessing of
students who attend more than one institution (California Common Assessment Initiative, 2016).
Also, in combination with CAI, a Multiple Measures Assessment Project was being piloted, at
the time of this study, in about sixty community colleges throughout the state as a holistic
assessment model that will consider not only community college assessment scores, but also high
school GPA, coursework completed in high school, SAT, ACT, EAP scores, and the highest
level of math completed in high school for initial placement in math and English classes
(California Common Assessment Initiative, 2016).
UNPREPARED FOR COLLEGE MATHEMATICS 15
Higher Education at the State Level
In 1960, the acceptance California Master Plan set forth a structure, systemic operating
polices, and guidelines as to how each of the three systems of higher education in California, the
University of California, the California State University and the California community colleges
were to operate. The California community college system consist of 113 colleges, 72 districts,
and 76 off-campus centers and provides instruction to a student population of 2.1 million
(CCCCO, 2015). Consequently, a growing number of students today enter the California
community college system unprepared academically and facing an uphill challenge in terms of
remediation, persistence, retention, and time-degree-attainment (CCCCO, 2015).
For example, in California, the state with the largest community college system in the
United States, roughly 73% of public undergraduates start their education at a community
college. However, only 25% successfully persist to complete a certificate, associate’s and/or to
transfer (Melguizo, Hagedorn, & Cypers, 2007). This begs the question as to how a system of
higher education in the well-developed and industrialized United States, which was once
considered a system the world envied, has not effectively and efficiently educated the next
population of citizenry (Handel, 2011).
According to Brown and Conley (2007), the increased rigor throughout the K-12 did not
keep within its original intent, which, according to Gonzales et al. (2004), was to increase high
school student’s mathematics aptitude. This causes a rippling effect in education, especially
amongst underserved and unrepresented populations. Historically marginalized populations,
African American and Latinos, enter California community colleges underprepared to complete
college-level mathematics courses (Melguizo et al., 2007). Hence, much of the research
conducted has been quantitative and argued that students assesse into remedial coursework due
UNPREPARED FOR COLLEGE MATHEMATICS 16
to the curriculum taught in the K-12 system coupled with student characteristics such as self-
efficacy or motivation (Crosby, 2014).
Thus, this perpetual chain of blame is a metaphor used throughout educational systems
and communities to divert the responsibility to the previous level of education for not preparing
the students academically and, at times, socially before passing them to the next level (Hoyt &
Sorensen, 2001). However, according to the Scott (2012), between 70% and 90% of first-time
students entering the California community colleges who take the assessment tests need
remediation in math, English, or both. Moreover, in 2010, 79% of California’s 11th graders who
took the Early Assessment Program’s college readiness test scored below college readiness
(SSTF, 2012).
Current K-12 and postsecondary education policies, standards, curriculum, and
assessment are neither effectively nor efficiently aligned for students to prepare for the rigor and
expectations of college (SSTF, 2012). In fact, the English and mathematics benchmarks students
are required to meet on the California High School Exit Exam are below the standards of the
11th and 12th grade curriculum (SSTF, 2012). Consequently, students graduate high school
believing they are college-ready, only to find out after they complete their assessment tests that
they remediation—remedial coursework. This, in turn, may influence a student’s perception and
self-efficacy with regards to their ability to complete their educational and career endeavors.
Thus, what has been generally missing in the research is the student’s perspective of why
they assess into a remedial level course, especially in the area of mathematics (Crosby, 2014;
Howard, 2008; Koch, Slate, & Moore, 2012; Schornick, 2010; Weinstein, 2004). According to
Bandura (1994), a person’s self-efficacy can influence their behavior. Hence, since the
persistence rate is very low amongst community college students who need to complete remedial
UNPREPARED FOR COLLEGE MATHEMATICS 17
coursework, their self-efficacy and perceptions about the challenges they encounter in
completing their coursework needs in-depth study. By including the student’s voice, this problem
can be documented, analyzed, and solutions created to narrow the achievement gap among
California community colleges students. Furthermore, without the student’s voice, the
persistence gap will continue to widen, students will not consider community college a viable
option, and will, therefore, not complete a post-secondary certificate or degree.
A common thread throughout research in regards to student success in college is the
foundational skills needed in core discipline areas such as English, which includes reading and
writing, and mathematics must be acquired and nurtured throughout a student’s education. In
fact, Phipps (1998) and Hawley and Harris, (2005), argue that persistence for college students is
a process, and that English and math subjects should have been learned in middle and high
school rather than at a college campus. More importantly, both the student’s personal and
academic life factors and influences must be taken into consideration, as both affect success
because one of the highest predictors of dropping out is the amount of developmental
coursework that students are required to complete and psychological challenges that, if
unattended, can have a debilitating effect on their academic performance and social adjustment
(Boroch et al., 2007; Hawley & Harris, 2005;).
Statement of the Problem
The aim of this study was to explore the perceptions of first-year California community
college students who assessed into mathematics remediation regarding their mathematics
preparation and placement and whether it had an effect on their educational goals. Throughout
California, high school students arrive into the postsecondary system underprepared and needing
remediation to reach college-level proficiency courses, specifically English and mathematics.
UNPREPARED FOR COLLEGE MATHEMATICS 18
According to the CCCCO (2015) and SSTF (2012), 70% of students entering community
colleges need remediation. This problem is important and needs to be addressed because it
represents the larger national problem of community college students’ persistence and successful
completion of educational goals. Furthermore, according to Burns (2010), fewer than half of
students starting at a community college earn a degree or certificate within eight. A reason for
this low rate could be the remedial courses students need and the personal challenges they face
that have an impact on them and their family and which create a ripple effect in their education,
social and economic gains, and, ultimately, California’s workforce and the economy (Hagedorn,
2006).
To address the low success and completion rates for community colleges, in 2012,
Governor Brown signed Senate Bill 1456, the Student Success Act of 2012 (SSA-2012), a
systemic referendum to address the continuously growing population of community college
students who do not persist to degree in the maximum number of units covered by the financial
aid award (California Community College Chancellors Office-Student Success Task Force,
2012). This plan was intended to allow for greater collaboration, alignment of standards and
goals, and college and career readiness between the K-12 and community college (CCCCO-
SSTF, 2012). According to the CCCCO-SSTF (2012), the community colleges are the state’s
largest provider of workforce training, educating 70% of nurses and 80% of firefighters, law
personnel, and emergency medical technicians. Therefore, many students who want to complete
a college degree, view community colleges as their first, second, or only chance, and, for this
reason, must been considered a viable option to meet their educational and career goals.
Also, to eliminate obstacle son the pathway from high school to community college, the
College & Career Access Pathways Act (CCAP) became law in 2015 (CCAP, 2015). California
UNPREPARED FOR COLLEGE MATHEMATICS 19
has a long history of concurrent enrollment wherein high school students complete college-level
coursework to earn units, a certificate, or an associate’s degree while completing a high school
diploma and CCAP extended these benefits. CCAP’s specific goals are to expand concurrent
enrollment programs authorizing college courses specifically for high school students.
Additionally, proponents sough to increase exposure to college coursework among underserved
and underrepresented students, to grant them limited priority enrollment and to accelerate
learning by allowing those students who demonstrate competency to complete a maximum of 15
units, instead of the traditional 11 units per term. Lastly, the legislation was aimed fill projected
labor market needs through uniquely designed career access pathways partnerships among
student, teacher, parent, counselor, and community college liaison (State of California Office of
Legislative Counsel, 2015). Thus dual or concurrent enrollment was implemented to prepare
high school students, even those who struggle academically and may lack aspirations for college
(State of California Office of Legislative Counsel, 2015; Purnell, 2014).
Despite these efforts, there are several issues and questions with regards to students’
readiness for college-level instruction, perceived stigma associated with having to complete
remedial coursework, and the impact this has on their educational goals. A student’s perception
about their academic placing can have an effect on their self-efficacy and their persistence to
degree completion (Deli-Amen & Rosenbaum, 2002; Goller, 2013). Hence, student persistence
and college-readiness may be further exacerbated and the achievement gap is continuous
increasing.
Purpose of the Study
The purpose of this study was to identify factors that contributed to recent high school
graduates’ initially in need of remedial mathematics after completing their assessment test. In an
UNPREPARED FOR COLLEGE MATHEMATICS 20
addition, this study will develop a better understanding of the effect high school preparation has
on a student’s persistence towards reaching their education goals. Specifically, the study covered
two main objectives. The first was to explore the student’s perceptions regarding the factors that
contributed to their assessing into remedial mathematics. The second objective was to understand
how the students perceived their placement and need for mathematics remediation to reach
college-level proficiency and the effect their placement had on their overall educational and
career goals.
Additionally, the aim of this study was to provide community college and secondary
leaders with quantitative and qualitative data collected directly from students and researcher
observations. 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.
This study used both qualitative and quantitative research methods, which included
interviews and surveys. This mixed-methods study was designed to answer 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?
3. What academic resources and support services do first-time freshmen in community
college utilize for remedial math classes?
UNPREPARED FOR COLLEGE MATHEMATICS 21
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 large number of student graduating high school and assessing below college-
proficiency in the basic skills of English, reading, writing, and, especially, mathematics is a
systemic issue. According to the Pew Research Center (2015), the Millennial generation is made
up of people between 18 and 34 years of age at the time of this study. This population is
projected surpass the Baby Boom generation as the largest living generation in the United States.
This is significant because the California community college system’s student population under
the age of 34 is roughly 84.8% (Community College League of California, 2015a). The results
from this study will develop a data-rich resource tool for student services personnel, counselors,
mathematics faculty, and education administrators not only in California, but nationwide. Since
three-quarters of the student population in the California community college system are
considered Millennials, campus administrators and governing committees will be able to use the
data from this study to implement systemic changes and enhance their mathematics placements
policies, procedures, and protocols.
With the national decline in educational attainment at the forefront of many discussions,
the United States is at risk because the nation’s economic competitiveness is intricately tied to a
highly skilled workforce, who, for many, starts in the community college system, and this is no
different in California (SSTF, 2012). Moreover, according to Callan, Finney, Kirst, Usdan, and
Venezia (2006), and the SSTF (2012), projections from the National Center for Higher
Education Management Systems, suggest that, in the current educational and economic state,
California is at risk of losing economic competitiveness due to rapid shifts in mostly underserved
UNPREPARED FOR COLLEGE MATHEMATICS 22
and underrepresented populations in the education system, and a lack of a highly skilled and
educated workforce will ultimately place California last in the nation. This is in direct correlation
with the percentage of students who enter postsecondary education not able to start taking the
college-level gatekeeper discipline courses needed to complete their college degrees, namely
mathematics and English. According to Bahr (2010), students who struggle with mathematics
also tend to struggle with English.
Consequently, local feeder high school’s governing boards, districts, and administrators
will be able to use the data from study to augment current practices to prepare and teach high
school students and strengthen their foundational and conceptual mathematical knowledge. In
addition, high school and college administrators, along with mathematics faculty, will be able to
utilize the data to work in collaboration when reviewing and redesigning curriculum and
pedagogies.
A college education is not a luxury, but a necessity, if one is to fully participate in
society’s cultural, professional, political and economic institutions (Melguizo, et. al., 2008). At
the cornerstone of any discussion regarding post-secondary education needs to be a focused
discussion about remedial courses, time to degree, and how to close these achievement gaps.
Without these candid discussions and systemic solution-based changes, remedial education and
other equity gaps will continue to plague the community college system in America. The
community college system is considered a viable gateway for students looking to transfer to a 4-
year college or university, but, unfortunately, are also the relegated to be gatekeepers for
underserved and underrepresented populations of students who have not mastered the
foundational skills of English and mathematics (Dowd, 2007).

UNPREPARED FOR COLLEGE MATHEMATICS 23
Limitations
The primary limitations associated with this study included time, location, the population
sample, and distance which, in turn, placed limits on the scope of the study. Time, location, and
student population constraints allowed for only one of the nine colleges in the district to be
utilized for this study. The study was conducted at a college that is part of a multi-campus district
governed by one Board of Trustees and district representatives. The campuses are different in
terms of student demographic make-up, and each operates autonomously. Furthermore, a
considerable amount of time was needed to conduct the interviews along with collecting,
analyzing and disaggregating the data to answer the research questions and to establish new
empirical and grounded information about the problem. For these reasons, this study was,
consequently, limited to four primary research questions in an effort to conduct and develop a
comprehensive and thorough analysis.
Moreover, additional limitations taken into consideration were the researcher’s biases
that may have influenced the findings based on the nature of the study, the location for the study,
and positions the researcher holds. Triangulation techniques were used to decrease the
possibilities of researcher bias and influence. Lastly, the survey instruments and one-on-one
interview questions could have potential discrepancies depending on the way the respondents or
participants interpreted the questions or the verbal and non-verbal cues s from peer pressures,
attitudes, and behaviors.
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,
UNPREPARED FOR COLLEGE MATHEMATICS 24
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 obtain 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 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) Regionally accredits
associate’s degree granting institutions in the United States
Advance Placement: A program created by 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 pass their Advance Placement exams with a score of a 3, 4, or
5.
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.
UNPREPARED FOR COLLEGE MATHEMATICS 25
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 California State University campus with the same or similar major.
California Community College Chancellors’ Office: (CCCCO). Oversees all matters
pertaining to the community colleges Board of Governors and Board of Trustees, the annual
budget and legislative process, as well as, communications to the general public. The CCCCO,
empowers community colleges through leadership and advocacy.
California State University (CSU): One of the three public systems of higher education in
California. The CSU system consists of 23 campuses and awards the largest number of degrees
in the fields Nursing, Teaching, and Criminal Justice and Child Development.
Carnegie Unit: A time-based reference to secondary or postsecondary course work. In
secondary schools, specifically in mathematics courses one Carnegie unity 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
government. Some are private as well. The community college offers a two-year curriculum that
can lead to a certificate, Associates of Arts/Sciences degree, or transfer to a four-year institution.
Dual Enrollment: Partnership between a community college district and a public school district.
The purpose is to provide higher education opportunities and exposure to students who are not
necessarily on a college track or students who are from historically underrepresented groups
(CCCCO, 2015).
UNPREPARED FOR COLLEGE MATHEMATICS 26
Entrance Exams: Externally administered and scored standardized assessments used by college
admissions officers as factor in college acceptance. Some college and universities use entrance
exams to place students in remedial courses.
First Time Freshman: A student who graduated high school and has not enrolled in a system of
higher education.
Placements Tests: Assessments used by colleges and universities to determine college readiness
and course placement. Placement test are standardized such as the College Boards
ACCUPLACER assessment, or a college or university develops them locally.
Remedial course: Courses provided in reading, writing, and mathematics for college students
who lack those skills necessary to perform college level work at the level required by the
attended institution; thus, what constitutes remedial courses varies from institution; thus, what
constitutes remedial courses varies from institution to institution (National Center for Education
Statistics, 2003, pp. iii-v). In this study the terms remedial course and developmental course are
used interchangeably.
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).
Remedial students: Remedial students lack the basic academic skills needed to be successful in
college coursework (Long, 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
UNPREPARED FOR COLLEGE MATHEMATICS 27
indicates that a student attained enough content knowledge to be successful in subsequent
courses.
University of California (UC): One of the three public systems of higher education in
California. The UC system consists of nine campuses and also awards doctorates in law,
medicine, dentistry, and research.
Organization of the Study
The study is organized into five chapters. The first chapter is an introduction of
the problem and provides background on the community college system on national, state, and
district levels. It also provides an overview of community college students and the challenges
they face in completing their educational goals, specifically with regards to remedial education.
The second chapter is a review of empirical findings related to challenges and barriers first-time
community colleges student from a large urban community college in Los Angeles County face
as they work towards their education/career completion. The third chapter outlines the research
methodology used to collect data. The fourth chapter includes the analyzed data collected from
the research instruments. The fifth chapter summarizes the findings and presents implications for
community college stakeholders and recommendation for future research.

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This chapter was coauthored by Jeremy Hart and Casey Hunter.
CHAPTER TWO: REVIEW OF THE LITERATURE
As major demographics shifts in the populations unfolded, so, too, did the educational
landscape in America, with major events such as world wars, major migration, economic trends,
and the passing of federal legislation playing an important role in fostering change in
postsecondary education and the (Callan, et al., 2006; Arendale, 2011). Significant federal
legislative and judicial decisions were Brown v. Board of Education, (1954), the Civil Rights Act
of 1964, the Higher Education Act of 1965 (Davis & Palmer, 2010), and the Basic Educational
Opportunity Grant, later named Pell Grant-1972 (Baum, Kurose, & McPherson, 2013), these
decisions ushered in an open access system in higher education in the United States.
Nonetheless, these decisions have done little to curtail the equity gaps in education.
Over the last six decades, the educational systems in the United States have went through
significant changes, and so did the meaning of remedial education. Prior to Brown v. Board of
Education of Topeka, remedial education was considered a necessity for if one needed to
complete a college degree. After the decision, remedial education transformed from being well
funded to an underfunded superfluous need for the nation’s underrepresented and underserved
minority: Black students. Many of the educational problems in education in the United States,
rooted in inadequate preparation in the secondary school systems, are more visible when students
enroll in higher education and are unable to compete academically or meet the social demands
(Rouse & Kemple, 2009).
Before 1965, students in American colleges and universities were mostly white males
from middle- or upper-income backgrounds (Brock, 2010). Throughout the United States
prevailing social norms and lack of federal interventions, whether explicit or implicit, meant that
Blacks and other racial or ethnic minorities were restricted from completing a college degree
UNPREPARED FOR COLLEGE MATHEMATICS 29
(Brock, 2010). However, since the mid-1960s, federal policy and public attitudes insisted that
higher education be open to minorities, women, and nontraditional students, which has shifted
the bulk of enrollment away from traditional four-year universities to community colleges
(Brock, 2010). High schools and colleges alike have the same goal to develop economically self-
sufficient adults and to create an educated citizenry (Rouse & Kemple, 2009). However, open-
access to higher education continues to be an intensely debated topic (Brock, 2010).
Therefore, the purpose of this literature review is to expound upon and strengthen the
foundational knowledge base as well as fill in gaps in the literature by developing a deeper
understanding about mathematics remediation, student perceptions, and how these factors
influence a student’s education and/or career goals, which will affect the overall workforce of the
United States. The terms remedial and remediation are used interchangeably with developmental
and basic skills.
Organization of the Literature Review
Chapter Two identifies and reviewed articles regarding remedial math placement, secondary
and postsecondary math requirements, community college assessment and placement policies,
course sequences and their effect on students’ educational goals as well as the economic impact
of remedial mathematics. The following nine topics 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
UNPREPARED FOR COLLEGE MATHEMATICS 30
 Best Practices: Course Sequence & Accelerated Remedial Courses
 Preparation, Perception, and Persistence
 Educational Goals of Community College Students
 Cost of Remedial classes
 Economic effects of remedial classes
History of the Community College system in the United States
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 (AACC, 2015). Adding to
this, according Fresno City College’s webpage, they were the first community college in
California, established in 1910. 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 student within an
easy geographical and financial reach who wanted to complete a postsecondary education (Baum
et al., 2013). Moreover, community colleges were also intended to be a 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 (CCCCO, 2015). 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
UNPREPARED FOR COLLEGE MATHEMATICS 31
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 CCC 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 California Master
Plan, CCC 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;
which are shown in Table 1 below.
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
UNPREPARED FOR COLLEGE MATHEMATICS 32
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 admissions to students who wish to continue their
education after high school (Arendale, 2011).
Presently the definition of remedial education in higher education refers to curriculum
that addresses deficiencies in reading, writing and math skills (RP Group, 2007; Bettinger and
Long, 2009; Bahr, 2008). There are more students enrolled in community college now than
previous generations (Koch, Slate & Moore, 2012). Community college administrators have had
to adjust and promote different missions and visions to accommodate the large number of
students who begin their education endeavors in need of remedial coursework to reach college-
level readiness (Wilson, 2012). Thus, postsecondary remedial courses usually do not count
toward college requirements (Bettinger & Long, 2005). Therefore, community colleges today,
offer different levels of remedial courses to assist students who arrive academically
underprepared for college level courses (Boylan & Saxon, 1996). Leaders and policy makers in
the community colleges are ultimately responsible for creating supportive educational
environments for unprepared students (Wilson, 2012).
Assessment and Placement
According to Rouse and Kemple (2009), there are approximately 16 million high school
students that attend over 40,000 high schools in the United States; and of those who graduate
each year and attend a community college, Shelton and Brown (2010), posited that roughly 60
UNPREPARED FOR COLLEGE MATHEMATICS 33
percent will need to complete remedial noncredit bearing courses. This has raised serious cross-
systemic concerns, and according to Shelton and Brown (2010), articulation across the K-12 and
postsecondary systems of education, and if whether the curriculum being taught has afforded
students the opportunity to acquire the skills required for success in college-level coursework.
Currently, there is not national agreement on remedial education throughout the
community colleges or on how students should be assessed (Hughes & Scott-Clayton, 2010).
Two-year institutions have open-access admissions, making placement and student preparedness
a continuous issue (Melguizo et al., 2014). However, before a student can begin college, they are
usually required to complete an assessment or placement exam to determine their academic skills
base and college readiness (Boroch et al., 2007). According to Hughes and Scott-Clayton (2011),
roughly 92% of higher education institutions use some kind standardized testing. Hence, many
community colleges throughout the country implemented policies that assign students into use
standardized assessment or placements tests to assess students in three basic skills areas: reading,
writing, and mathematics (Bettinger et al., 2013; Levin & Calcagno, 2008; Bailey, 2009).
Moreover, California community colleges must follow mandates to consider multiple
measures in the placement process (Ngo & Kwon, 2014). Research conducted by Melguizo,
Kosiewicz, Prather, and Bos (2014) 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. Adding to this, a study by Consultation Council
Taskforce on Assessment discovered that, as of 2008, 30 different assessment instruments were
in use. In addition, a number of campuses only recognized their own tests, requiring students
from other colleges to be reassessed prior to placement (California College Common
Assessment, 2016). The variety of assessments coupled with miscommunication causes high
UNPREPARED FOR COLLEGE MATHEMATICS 34
schools to inadequately prepare students to test into college-level math courses due to lack of
cohesion among institutions both at the community college and secondary levels (Crist, Jacquart,
& Shupe, 2002). 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; Shelton & Durdella, 2010). Some have been successful while others have created
more questions and concerns for greater resources.
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.
Shelton and Brown (2010) examined and compared the California Community College
placement test with the California Standards Tests in general mathematics, Algebra 1, and
geometry. They concluded that the general mathematics exam was aligned with the community
college test only in terms of multiple numbers and standards, whereas, with regards to the
content areas of integers, trigonometry, rationals, and graphing, there was major misalignment
(Shelton & Brown, 2010). This examination raised questions about the accuracy of the
placement exams used to determine if students need remediation. Moreover, there is a critical
UNPREPARED FOR COLLEGE MATHEMATICS 35
issue that needs to be addressed regarding the curriculum taught and whether it prepares students
for postsecondary institutions. One of the major reason for the high number of students who need
of remediation, according to Shelton and Brown (2010), is there is little incentive for
administrators and faculty from state universities, community colleges and high schools to
collaborate.
To further complicate the accuracy of assessment and placement (A&P) tests is lack of
uniformity in cut scores used to assign students to remedial math sequences of up to four classes
(Bailey, 2009). Burdman (2012) argued that this practice is unfair for students. Recently, there
has been a push in California for a uniform set of A&P policies, which would be cost-efficient
for the community college system. As a part of this movement, researchers suggested that testing
students’ readiness for college while they are still in high school is beneficial in identifying
accurate A&P policies (Howell, Kurlaendar & Grodsky, 2010). Perin (2006), looked at 15
community colleges across six states and found their A&P and remediation policies differed
greatly. This research supports Collins’ (2008) conclusion that policymakers have to reach
agreement on the definition of college ready at a statewide and national level before A&P
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).
According to Shelton and Brown (2010), there is a pervasive lack of college preparation
amongst students graduating from California’s high schools. Shelton and Brown (2010),
analyzed data from the California State University’s website and discovered that the mean grade
point average for students who assessed into remedial mathematics was higher than 3.0 (CSU,
2006). Thus, Shelton and Brown (2010) posited this indicates that even students who met the
UNPREPARED FOR COLLEGE MATHEMATICS 36
minimum qualifications for admission were placed in remedial mathematics, adding anxiety
because they had to complete mathematics coursework they completed in high school.
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.
In the end, based on their placement scores, most students must complete remedial
mathematics course sequences to reach college-proficiency (Levin & Calcagno, 2008). However,
despite assessment polices mandated by Student Success Support & Program (SSS&P),
instructors and/or department chairs can override assessment requirements or determine a student
has met prerequisites through different avenues, namely departmental tests, instructor
recommendations, pre-requisite clearance processes, and transcripts from previous institutions
(Levin & Calcagno, 2008; Perin, 2006).
Best Practices
Bahr (2012) examined data from the CCC system to illustrate the course-taking behavior
of students who needed to complete remedial mathematics. Evidence shows that students who
drop out, stop out, or fail to achieve passing grades within the remedial math sequence remain
enrolled for several semesters. 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
UNPREPARED FOR COLLEGE MATHEMATICS 37
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).
Course Sequence
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 does not require college-level math completion
(Bahar, 2013). Career Technical Education certificates can be accomplished over a short a period
of time (Belfield & Bailey, 2011). 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).
Accelerated Remedial Courses
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
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
UNPREPARED FOR COLLEGE MATHEMATICS 38
development class on time management skills and success strategies that build self-esteem
(Barragan & Carmier, 2013).
Many community colleges offer bridge and other college-preparatory programs, learning
communities, and special curricula are offered to prepare and expose students to the demands
college work and life (Kallison & Stader, 2012). These target students who are first-generation,
from low income environments, underrepresented and underserved in education, and who are
unprepared for college-level work. According to Kallison and Stader (2012), these programs’
main purpose is to provide interventions to inspire and prepare students to enroll in college. In
addition, bridge programs may include the following components: academic instruction, tutoring,
study-skills instruction, counseling, mentoring, advising, and financial aid information (Gullatt &
Jan, 2003; Kallison & Stader, 2012). Furthermore, some bridge programs offer remedial-level
math as part of their course offering. As argued by Bettinger et al. (2013), many community
colleges’ remedial course sequence requires up to four courses before a student reaches college-
level mathematics. Remedial math courses in bridge programs afford students the opportunity to
start the math sequence earlier.
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. An estimated 72% of community college students are
employed, 35% care for dependents, and half are vulnerable to drop out due to financial concerns
UNPREPARED FOR COLLEGE MATHEMATICS 39
(Center for Community College Student Engagement, 2012). Higher education reforms pushed
for accelerated programs to reduce the time to obtain a degree or transfer (Complete College
America, 2011).
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).
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;
Houdas & Boylan, 2012). Jagger (2015) found that accelerated education gives students a strong
positive self-esteem boost and increases their probability of enrolling and completing college-
level math.
According to Levin and Calcagno (2008) the drill-and-skill pedagogical delivery is
ineffective in assisting students in remediation. Even though this style of delivery and classroom
management is easy to maintain, the repetitive, abstract and isolated learning practices may
prevent students from connecting what they are taught to real-world situations, specifically, and
other academic or vocational coursework in general (Levin & Calcagno, 2008). Moreover, many
UNPREPARED FOR COLLEGE MATHEMATICS 40
students in need of academic remediation face attitude challenges and obstacles to learning
coupled with the fact that many were exposed to this type of learning high school, exacerbates
their challenges in comprehending the material (Levin & Calcagno, 2008). One alternate
mentioned by Levin and Calcagno was to link basic skills development to concrete applications
in academic courses in order for students to connect the abstract to real life.
High School Effect: California and Nationwide
For over the last one hundred years, national undergraduate graduation rates stagnated
around fifty percent (Swail, 2004). High school students prepare for college by completing
university admissions requirements (University of California, 2008; Shelton & Brown, 2010).
According to Rouse and Kemple (2009), students in poor urban and inner-city high schools are at
increased risk of educational failure, and difficulties for many of them start on their first day of
school (Rouse & Kemple, 2009). According to Kallison and Stader (2012), a very high number
of high school graduates are unprepared for college-level coursework. Adding to this, a National
Center for Education Statistics report revealed early childhood poverty is associated with lower
academic performance and lower rates of completion (Kena et al., 2015). Implementation of
strategic and effective policies will require systemic discussions throughout the United States in
general and California in particular.
Since the 1986-87 school year, California Education Code section 51225.3 requires high
school students complete three courses in English and two courses in mathematics, including one
year of Algebra I (EC Section 51224.5), 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.
UNPREPARED FOR COLLEGE MATHEMATICS 41
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 (1999) that affect 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, and,
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; Dougherty, Mellor, & Jian, 2006).
Driven by concerns that students in the United States are falling behind their counterparts
overseas, specifically in the subjects of mathematics and sciences, secondary schools increased
rigor in curriculum and realigned the required state exit exams with college requirements (Brown
& Conley, 2007; Gonzales et al., 2004; Kowski, 2013). However, Kowski (2013), found that
New Jersey high school standards are out of touch with minimum college requirements. Since
UNPREPARED FOR COLLEGE MATHEMATICS 42
the study, like the majority of states, California adopted the Common Core State Standards
(CCSS) which implement the Partnership for Assessment of Readiness for College and Careers.
These standards were designed to improve quality of instruction as well as prepare secondary
students for college and the workplace and were implemented for the first time during the 2015-
2016 academic year (Common Core Standards Initiative, 2010).
California Community College Students’ Education Goals
Students entering the community college system must consider various factors. 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; SSTF, 2012 Thus, admissions, assessment, orientation,
educational planning, and registration become pivotal to the path first-time college students take
(SSTF, 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).
UNPREPARED FOR COLLEGE MATHEMATICS 43
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 8 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
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 (Karp, O’Gara, &
Hughes, 2008).
Thus, Hawley and Harris, (2005), Conley (2008), Bettinger and Long (2009), Shelton and
Brown (2010), and Attewell, Lavin, Domina, and Levey (2006), argued that academic
preparation is the decisive factor that will determine if a student will achieve their college goals.
Kuh, Kinzie, Schuh, Whitt and associates (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.
Perception, Preparation, and Persistence
A major problem in the United States is college student persistence and low completion
rates (Bettinger, Boatman, & Long, 2013). According to Bettinger et al., (2013), suggested that
only about one third of high school students graduate and enter the community college system as
college-proficient; placing 35 to 40 percent into remedial or developmental coursework. As a
UNPREPARED FOR COLLEGE MATHEMATICS 44
result, community colleges are working to provide student and academic support services and
programs such as summer bridge programs, learning communities, academic counseling,
tutoring, child care, and financial aid (Bettinger et al., 2013). Student persistence and attainment
in community colleges is limited by their lack academic preparedness for college work and
trainings, as well as the colleges reduced budgetary expenditures for student services support and
academic resources (Levin, Cox, Haberler, & Cerven, 2011). 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 than 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
success in entry level university courses. Alignment was found unequally distributed among
UNPREPARED FOR COLLEGE MATHEMATICS 45
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
complete an introductory math course and half leave college without completing any college-
level math (US DOE, 2012).
Community college students face challenges with persistence and low class completion
rates (Bettinger et al., 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.
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,
UNPREPARED FOR COLLEGE MATHEMATICS 46
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 as soon as they step on a college campus (Brown & Conley, 2007
Hawley & Harris, 2005; Phipps, 1998). According to Bonham and Boylan (2008), 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
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).
UNPREPARED FOR COLLEGE MATHEMATICS 47
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, 2008). 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. According to Brock (2010), online education increased 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. In the end, most students exit from community college without a credential,
associate’s degree transferring to a four-year institution (Bahr, 2013).
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). Many colleges and universities
UNPREPARED FOR COLLEGE MATHEMATICS 48
offer remediation courses in reading, writing, and, especially, mathematics to students who are
academically unprepared (Attewell et al., 2006; Roueche & Roueche, 1999;). Also, according to
the National Center for Education Statistics (2003), roughly 98% of community colleges offered
remedial education as compared to 80% and 59% of public four-year institutions, respectively.
To reduce the cost of remedial education, community colleges are relying on technology and
delivering remedial courses through online platforms. As suggested by Pretlow and Washington
(2012), the 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.
Due to the ever-increasing costs of tuition, locations, teaching, support programs, and
staffing, state legislatures and policymakers, have been looking to the community college system
became the main, if not sole, provider of these courses (Bettinger & Long, 2005; Levin et al.,
2011; Moss & Yeatons, 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
educational opportunities and resources for the students who need it most (Boylan & Davis,
2007; Jenkins & Boswell, 2002; Pretlow & Wathington, 2012).
To further illustrate this conundrum, while community colleges move more remedial
courses online to reduce costs, state legislators and policymakers propose limits on the number
of remedial units funded, which will widen the persistence and achievement gaps for those most
in need of remediation. Although students who need to complete remedial coursework incur
UNPREPARED FOR COLLEGE MATHEMATICS 49
some monetary costs, most is subsidized by taxpayers (Kallison & Stader, 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 (Deil-Amen & Rosenbaum, 2002; Levin &
Calcagno, 2008). Hence, with 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 less than 10 years ago 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 DOE (2012) and estimated that the
total taxpayer cost of remediation per student was between $1,607 and $2,008.
Regardless of the benefits, providing remedial education continues to be a political and
societal debate (Attewell, Lavin, Domina, & Levey, 2006). One side argues that students should
have developed reading, writing, and mathematics basic skills in high school or before being
admitted whereas proponents for remedial education posited that it needs to be offered because
UNPREPARED FOR COLLEGE MATHEMATICS 50
to provide a second chance at acquiring these skills (Attewell et al., 2006). Adding to this,
Attewell et al. (2006), argued that remedial coursework has deep historical roots, whereas, Levin
and Calcagno (2008) suggested that institutions offering remedial coursework lower the quality
of the education they provide.
Besides the monetary cost, there are hidden costs to remediation. Opponents of remedial
education posited that, in order to accommodate students, these hidden costs include dilution or
dumbing-down of rigor in college-level courses (Attewell et al. 2006; Bennett, 1994;
MacDonald, 1998; Levin & 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 complete multiple remedial
courses will potentially lead them to drop out (Attewell et al., 2006). Moreover, arguments over
the last decade against remedial education led numerous four-year colleges and universities to
remove remedial education from their course offerings and redirect students to community
colleges (Attewell et al. 2006; Bettinger & long, 2004; Kozeracki, 2002; Soliday, 2002).
Furthermore, opponents to remedial education argue the use of state and federal financial aid to
students to offset the cost of their remedial education (Saxon & Boylan, 2001).
Conversely, proponents of remedial education posited that students of color and/or from
communities and families of lower socioeconomic status are overrepresented in remedial courses
(Attewell et al., 2006). Furthermore, remediation courses can help academically underprepared
UNPREPARED FOR COLLEGE MATHEMATICS 51
students develop the skills to excel in college and fully integrate into the student population
(Soliday, 2002). Moreover, remediation can serve as a sorting mechanism for to properly place
students in courses that will best serve and prepare them for college-level coursework (Bettinger
& Long, 2008). Furthermore, Lavin and Weininger (1998) argued that remedial placement is far
from an academic death sentence. Once students take and complete these courses, many do
graduate. Overall, supporters of remedial education argue that the debate is an attack on access to
college (Attewell et al., 2006) and further perpetuates the achievement gap.
As posited by Haveman and Smeeding (2006), completing some form of postsecondary
education will be amongst the most important indicators of an individual’s success in the labor
market and the 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. Thus, a person with a
bachelor’s degree will earn roughly $2.1 million more over their lifetime than a person without a
college degree (Brock, 2010).

UNPREPARED FOR COLLEGE MATHEMATICS 52
Economic Effects (Workforce)
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 and that leads 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). Thus, educating and training students is essential to the national economy (Belfield &
Bailey, 2011).
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. Moreover, Kemple (2009) referred to the National Assessment of
Educational Assessment and posited that, since the beginning of the 21st century, math scores for
twelfth graders remained low and stagnant. Furthermore, Rouse and Kemple (2009) found that,
in 2005, only 25% of the nation’s high school students met or exceeded math proficiency
requirements. This rate is even lower when adding in students from inner city high schools and
UNPREPARED FOR COLLEGE MATHEMATICS 53
students considered at risk of educational failure. To make their point more poignant, Rouse and
Kemple (2009) suggested that, in terms of potential earnings, an average a high school dropout
earns over 45% less and a high school graduate 15% less, than a person with a college education.
However, students in postsecondary 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 represents a staggering loss of economic
gains for workers and taxpayers, which has also continuously failed the nation’s youth (Haveman
& Smeeding, 2006).
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
opponents of developmental education, America’s population of unskilled workers will continue
to outnumber the skilled population.
UNPREPARED FOR COLLEGE MATHEMATICS 54
Summary
The community college system in the United States was created to have open access
(Arendale, 2011). In practice, remedial education acts as a gatekeeper and a quality control
mechanism in higher education, although, in theory, it is not recognized as such (Attewell et al.,
2006). Currently, the California community college system, in part, functions as a system of
opportunity for students who did not complete their degree on their first attempt or did not attend
college directly after high school (Attewell et al., 2006). Since the majority of students within the
system come from low socioeconomic status backgrounds and are underserved and academically
underprepared, the community colleges can redress students’ deficiencies to enable them to earn
a college education, become productive citizens, and compete in the global economy (Attewell et
al., 2006).
The next chapter outlines the methodological approach used for this study. Specifically,
data gathered through interviews, surveys, and classroom observations yielded data-rich
information. Also, tables present information on the participants as well as an illustration of the
traditional framework of the matriculation process for first-time freshmen entering the California
community college system and their pathway to degree attainment and entrance into the
workforce.

UNPREPARED FOR COLLEGE MATHEMATICS 55
This chapter was coauthored by Jeremy Hart and Casey Hunter.
CHAPTER THREE: METHODOLOGY
The community college system in the United States is in an academic preparedness,
remediation, and college-level efficiency crisis, which negatively affects student persistence and
career and education goals attainment (ACT, 2005; Levin & Calcagno, 2008). Each year,
students are entering one of the 113 California community colleges without college-level
readiness and in need of mathematics remediation. The primary focus of this study was to
examine what impact the math assessment or placement test had on students’ persistence and
their decision-making process about educational goals. Furthermore, this study addresses the
problem of first-time community college freshmen who assess into remedial mathematics after
graduating from high school and the factors that affect them as they work to complete the
sequence of mathematics courses.
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, 2015). 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 a number of incoming freshmen assessing into remedial math affects transfer
rates. This also has an effect on the state and global economies. Adding to this, according to the
California Legislative Analyst’s Office in 2015, California ranks eighth in global economy and is
the most populous state in the nation (US Census, 2014). It is imperative that incoming college
students attain higher levels of education if the local and state economies are to continue to
improve, which, in turn produces, a more educated and productive citizenry and populace in the
United States.

UNPREPARED FOR COLLEGE MATHEMATICS 56
Purpose of the Study
The purpose of this study was to identify best practices to increase first-time freshman’s
preparation, persistence, and the attainment of their education and career goals after their initial
assessment into remedial mathematics. Since community college students have autonomy over
the college courses they want to take each term, this study focused on what factors contributed to
or challenged students as they progressed through their math sequence to college-level math
completion. Also, this study will expound upon and strengthen the foundational knowledge base
as well as fill in gaps in the literature by developing a deeper understanding about mathematics
remediation, student perceptions and persistence, and how both had an affect on a student’s
education and/or career goals.
Specifically, the study covered two main objectives. The first was to explore students’
perceptions and the factors that contributed to their assessing into remedial mathematics. The
second objective was to understand how students perceived their placement and need for
mathematics remediation to reach college-level proficiency and the affect this had on their
overall educational and career goals. The aim of this study was to serve as a data-rich resource
tool that can be used by community college and high school administrators, student services
personnel and practitioners, and college faculty and high school teachers
This study used both qualitative and quantitative research methods, which included
interviews and surveys. This mixed-methods study was designed to answer 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?
UNPREPARED FOR COLLEGE MATHEMATICS 57
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?
Conceptual Framework
According to Malloy (2011), inquiry, or research, is a systematic process for uncovering
data that can lead to new information. Adding to this, Mertler (2014) outlines action research as
any systematic inquiry conducted by teachers, administrators, counselors, or others with a vested
interest in the teaching and learning process or environment for gathering information about their
particular schools. Thus, the conceptual framework for this study was disaggregated into seven
parts that follow the matriculation process 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, are first-time freshmen have autonomy over
their educational pace, courses, and goals.

UNPREPARED FOR COLLEGE MATHEMATICS 58

Figure 1. Community College Pathway to Degree Attainment and Workforce
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. Also, administrators from local feeder high schools within the
college’s area were interviewed as well. The methods used to conduct the interviews for this
study were qualitative and were conducted with the participants at neutral and agreed upon
locations. Utilizing qualitative research methods allowed for a deeper understanding about what
is being studied through multiple lenses. This study utilized interviews, which were 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).
Furthermore, 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
CALIFORNIA
COMMUITY
COLLEGE: FIRST-
TIME FRESHMEN
UNPREPARED FOR COLLEGE MATHEMATICS 59
reactions to questions as well ask follow-up questions if needed to develop a more
comprehensive understanding about the particular topic. Hence, 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 10 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
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 which students completed the
survey and self-selected to be interviewed. As for the community college and high school
administrators, they were selected based on proximity, convenience, and agreeing to be
UNPREPARED FOR COLLEGE MATHEMATICS 60
interviewed. Moreover, both community college and high administrators were selected based on
their administrative responsibilities and curriculum management; respectively.
Site
The study was conducted at a community college located in an urban area of southern
California as well as at local feeder high schools. Both sites are located within southwest Los
Angeles County.
Participants
The participants for this study consisted of community college students, high school
administrators and college administrators, as well as college tutorial staff member. The data
collected were contingent on each population sample and is illustrated in Table 2 below.
Table 2
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 13 interviews were conducted for this study. The participants were six first-
time community college students who assessed into remedial mathematics, two community
college administrators, and four high school administrators. Moreover, the researcher ensured
that the six 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.
UNPREPARED FOR COLLEGE MATHEMATICS 61
Lastly, this site was appropriate to use because of convenience and because it is a
California community college located in Los Angeles County. Moreover, reviewing the latest
Accountability Reporting for the Community College, a performance measurement system
which contains performance indicators for the California community colleges system as a whole,
and each campus specifically, CCCCO (2012); illustrated that 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 chosen by and agreed upon with each interviewee. The survey portion of this study was
conducted through an online platform called Qualtrics. The triangulation of data occurred by
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
UNPREPARED FOR COLLEGE MATHEMATICS 62
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 beginning 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.
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 #1 2 N/A Male 33
minutes
Student #2 2 N/A Male 30
minutes
Student #3 1 N/A Female 30
minutes
Student #4 1 N/A Female 35
minutes
Student #5 1 N/A Female 35
minutes
Student #6 1 N/A Female 35
minutes

UNPREPARED FOR COLLEGE MATHEMATICS 63
Table 3, continued
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
Community College
Administrator #1
3 22 Dean, Academic
Affairs
35
minutes
Community College
Administrator #2
10 28 Chair, Math
Department
35
minutes

High School
Administrator #1
2 7 Vice Principal 92
minutes
High School
Administrator #2
5 14 Vice Principal 60
minutes
High School
Administrator #3
3 9 Vice Principal 50
minutes
High School
Administrator #4
10 35 Vice Principal 35
minutes

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
sent electronically to 53 students. Out of the twenty-four students that completed the survey, 13
students agreed and participated in the interview, and 6 showed and completed the interview.
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.
UNPREPARED FOR COLLEGE MATHEMATICS 64
Each interviewee was provided a copy of the interview questions at the time of the
interview. Each interviewee received a copy of the interview questions at the time of the
interview. With regards to interview structure, except for Question #1, the researcher did not ask
questions of each interviewee in the same order. Each subsequent question 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. More
importantly, this flexibility and exchange developed 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). For all intents and
purposes, the researcher followed the interview protocol.
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
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
UNPREPARED FOR COLLEGE MATHEMATICS 65
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
mathematics completion at the community college level, along with interviews with different
participants with different perspectives, and surveys, the researcher 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).
Through the empirical coding technique, the researcher analyzed interview transcripts
and field notes obtained during the interviews. All data were analyzed and/organized into
categories to develop concepts or codes (Corbin & Strauss, 2008; Merriam, 2009) for similarities
and differences. Axial codes were established, which lead to the creation of the codebooks for
this study (Merriam, 2009). 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 collected. Moreover,
there were separate codebooks for each data collection instrument. The data from these two
UNPREPARED FOR COLLEGE MATHEMATICS 66
codebooks were combined to create the master codebook for this study. 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 derived from very direct
critiquing of the data were academic preparation, self-efficacy and persistence, time/priority
management, disengagement, and lack of collaboration.
The student interviewees are referred to in the following manner: Student(S) 1 through 6,
community college administrators are referred to as CCA1 and CCA2, and the high school
administrators are referred to as high school administrator (HSA) 1 through 4, respectively.
Researcher Bias, Credibility, 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, classroom observations, and
documenting and examining of data were conducted with an open-mind and without bias.
Furthermore, the lens the researcher used to conduct the interviews was 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 what was said would be kept strictly confidential.
Furthermore, the methodology and sufficient descriptive data (Merriam, 2009) provided
for this study can be replicated at another community college to determine a students’
perceptions about assessing into remedial mathematics and the affects this has on their
UNPREPARED FOR COLLEGE MATHEMATICS 67
educational and career goals. At the beginning of each interview, the researcher read the
interview protocol and provided an 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. Lastly, there was careful consideration about how field notes were
recorded as to not be influenced by the researcher’s biases.
Chapter Four presents a comparison and cross-check of the data to answer the research
questions. Also, the data illuminated best practices and resources that community college
students find helpful. It also brings to the forefront issues and challenges community college
students, high school and community college administrators’ encounter that impedes student
success in community college system and their pathway to degree attainment and entrance into
the workforce.

UNPREPARED FOR COLLEGE MATHEMATICS 68
CHAPTER FOUR: FINDINGS
This chapter presents the findings on research on the effects of remedial mathematics
placement on first-time community college student preparation, persistence and educational goal
attainment. Accordingly, the highest level of mathematics completed in high school, the intensity
of a student’s high school curriculum and course selections are strong predictors of college
persistence and degree completion (Adelman, 1999; Berry, 2003; Lotkowski, Robbins, & Noeth,
2007). Remedial or developmental courses, particularly mathematics, create an uncertain
academic future as community college students work through the course sequence pattern needed
for college-readiness, and, many times, completion of their educational goals. Because of
California community colleges’ open-access, it is often the only open door to higher education
for academically under-prepared students looking to attain a college degree (Melguizo et al.,
2014; Zientek, Ozel, Fong, & Griffin, 2013).
Moreover, changes in our current economic system resulted in a larger proportion of
society enrolling in higher education (Zientek et al., 2013). At California community colleges,
students go through an assessment process that measures academic readiness for college-level
work, and results indicate that more students are underprepared in mathematics than in any other
subject (Bettinger & Long, 2005; Davidson & Petrosko, 2015; Scott-Clayton, 2012). Therefore,
the increase in first-time students entering California community colleges academically
underprepared validates the greater problem, which is that the vast majority of high school
graduates are not ready for the demands of college or the workplace (Zientek et al., 2013).
This study investigated best practices to increase completion of remedial math sequences
for first time freshmen who did not assess into college-level mathematics. Originally, remedial
education was in the form of tutors who taught students who struggled to learn languages other
UNPREPARED FOR COLLEGE MATHEMATICS 69
than English (Arendale, 2011); however, now, remediation courses teach and reteach the
necessary math skills students should have learned throughout their secondary education
(Hawley & Harris, 2005; Phipps, 1998).
Thus, less than 45% of students entering community college will either not complete the
remedial math sequence needed to obtain college-level proficiency or not graduate within a time-
efficient period, with another 20% never graduating at all (California Student Aid Commission,
2012; Martin, et al., 2014; Bailey & Zeindenberg, 2010). In addition, many students enter
community college with a predetermined major or field of study already in mind (Stinebrickner
& Stinebrickner, 2011. However, the need of remediation, specifically in mathematics, has a
negative impact on students’ educational goal attainment, graduation and transfer rates.
Therefore, this study focused on how successful first-time freshmen entering a California
community college complete the remedial sequence. In addition, this study explored the
resources first-time freshmen found beneficial in their completion of remedial math sequence as
well as what obstacles posed challenges as they worked to meet their educational goals. Lastly,
this study examined the secondary mathematical preparation of first-time community college
freshmen and what collaborations secondary and postsecondary education leaders engage in to
close the academic achievement gap.
This study consisted of both qualitative and quantitative approaches consisting of surveys
and interviews with students and administrators within a community college located in southern
California. Data were collected from twenty-four surveys and eight in-person interviews with
community college students, four face-to-face interviews with administrators from local feeder
high schools and with two community college administrators.
UNPREPARED FOR COLLEGE MATHEMATICS 70
The students who completed the survey and voluntarily provided their contact
information to be interviewed were first-time community college students who graduated high
school in either 2015 or 2016. Below, Table 4 shows the math assessment and percentages totals
for students who graduated from high school and enrolled at the community college where this
study was conducted.
Table 4
Students Placement and Percentages Totals
Math Course Number of Students Placed
Into Course
Percent of All Students
Assessed
Math 105 140 25%
Math 110/112 213 38%
Math 115 94 17%
Math 115/123A 6 1%
Math 123A 7 1%
Math 125 66 12%

College-Level: Trans Series 29 3%
Total 556 100%

Research Questions
The purpose of this study was to develop a deeper understanding with regards to
mathematics remediation, student perceptions, and how both affect a student’s education and/or
career goals. Thus, the goal of this study was twofold: develop a deeper understanding about
prior mathematics preparation for first-time community college students who assess into
remedial mathematics and how this affected their persistence and educational and career goal
planning. This mixed-methods study was designed to address 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?
UNPREPARED FOR COLLEGE MATHEMATICS 71
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?
Data Collection
To address the research questions, the researcher consolidated, synthesized, and
interpreted what participants stated in their interviews as well as their answers to the survey
questions (Merriam, 2009). The researcher took the raw qualitative data from interview
transcripts, interview audio recordings, and field notes (Maxwell, 2013). Once all qualitative data
were reviewed, categories were developed utilizing recurring themes to align with the research
questions (Merriam, 2009). After further analysis and synthesis, codes were assigned to pieces of
the data to support the research questions in a process of open coding (Merriam, 2009).
Moreover, as categories and subcategories were labeled, and the data coded, the
researcher uncovered connections between the literature review and the data. Once all data were
examined, categorized, and coded, a formal analysis was completed to yield findings that directly
aligned to the research questions.
Site, Sample, and Procedures
This study was conducted at a community college located in the southwestern part of Los
Angeles County. According to NCES (2016), student enrollment for Fall 2015 at the site was
11,141. Twenty-five percent of the students were enrolled full-time (12 units or more each term)
and 75% attended on a part-time basis or registered for 11 units or less). The number of remedial
UNPREPARED FOR COLLEGE MATHEMATICS 72
courses a student must complete to reach college proficiency exacerbates his/her process and
length of time to complete his/her educational and/or career goals of earning an associate’s
degree, certificate, and/or transferring to a four-year college or university.
NCES (2016) reported that, for Fall 2015, demographics data showed that the highest
proportion of students were Hispanic/Latino (43%) followed by Black or African American
(29%), which combined for total about 72% of the student population. These two minority
populations have been historically underserved, underrepresented, and marginalized throughout
the systems of higher education in the United States. Statewide trends illustrate that this is
particularly true in California. Most of the 17 local feeder high schools where students come
from to attend this institution are considered Title I secondary institutions, meaning sizeable
percentages of their student populations are considered to come from disadvantaged backgrounds
and are eligible to receive free or reduced price meals (FRPM). Table 5 illustrates the student
characteristics with regards to the two dominant student populations as well as FRPM data for
each of the high school and community college from which administrators participated with the
in-person interviews (California Department of Education, 2016a; California Department of
Education, 2016b; CCCCO, 2016). Table 6 depicts the FRPM data (California Department of
Education, 2016b) of most of the local feeder high schools.

UNPREPARED FOR COLLEGE MATHEMATICS 73
Table 5
Student Characteristics / Free or Reduced-Price Lunch Data
High School
Administrators
Academic
Performance
Index (API):
2013
Student
Demographics
African-
American,
Not Hispanic
Hispanic
or
Latino
Any
Race
Total
Enrollment
Free
Meal
Count
FRPM
Count
Percent
(%)
Eligible
FRPM
HSA1 497 avg. (3
academies)
1145 283 1452 100% 1286 88.5%
HSA2 550 603 261 1380 1079 1193 86.4%
HSA3 832 446 816 1262 732 779 86.65
HSA4 611 580 506 2082 576 746 35.85
Community
College
Administrators
Student Demographics:
Black/African American
/Hispanic or Latino/a

CCA1 &
CCA2
4687/6173

Table 6
FRPM Data for Most Local Feeder High Schools
Educational
option type
Charter Enrollment Free
Meal
Count
Percent
(%)
Eligible
Free
FRPM
COUNT
Percent
(%)
Eligible
FRPM
Traditional N 2082 576 27.70% 746 35.80%
Traditional Y 599 428 71.50% 523 87.30%
Traditional Y 2970 688 23.20% 879 29.6%
Traditional N 1671 918 54.90% 1186 71.0%
Traditional N 2005 1166 58.20% 1381 68.9%
Traditional N 5879 1465 50.90% 1809 62.8%
Traditional Y 654 402 61.50% 442 67.6%
Traditional Y 226 187 82.70% 211 93.4%
Traditional N 900 732 81.30% 779 86.6%
N 1649 593 36.00% 823 49.9%
Traditional Y 804 364 29.00% 535 42.3%
Traditional N 532 532 100.00% 473 88.9%
Traditional N 454 454 100.00% 402 88.5%

UNPREPARED FOR COLLEGE MATHEMATICS 74
Table 6, continued
Traditional N 466 466 100% 411 88.2%
Traditional Y 564 441 78.20% 525 93.1%
Traditional N 1380 1079 78.20% 1193 86.4%
Traditional N 1124 794 70.60% 884 78.6%
Traditional N 957 778 81.30% 841 87.9%
Traditional Y 1373 578 68.10% 703 83.7%

Second-year retention and 150%-of-time graduation rates for first-time students as well
as low graduation/completion and transfer rates illustrate the financial need. The graduation rate
is defined as the percentage of a school’s first-time, first-year undergraduate students who
complete their program within 150% of the program’s published time (Federal Student Aid
Commission, 2016). Table 7 presents this data for the site.
Table 7
Financial Aid: Pell Grants—Loans Racial / Ethnicity & 2nd Year Retention and 150%-of-time-
Graduation Rates: First Time Students

Pell Grants
New
Students:
2014-2015
(Pell Grants)
All Students:
Financial Aid:
2014-2015
State/local
government
grant or
scholarships
298 / 68% 402 / 92% 394 / 90%
Retention/150%-of-time-graduation
rates: first time students

2nd Year
Retention:
Full-time /
Part-time
150%-of-
time-
graduation
rates: first
time students
Transfer-out
rates
Persistence Rate

67% / 42% 20% 10%

Surveys
Students in eight remedial mathematics classes were contacted to explain the research
and demographic requirements, and students who wanted to complete the survey wrote just their
email on a log sheet. Fifty-three surveys were sent electronically, 26 (45%) were started and 24
UNPREPARED FOR COLLEGE MATHEMATICS 75
were completed, which yield a 92% completion rate. The survey consisted of 16 questions,
which included demographic and opinion questions (Merriam, 2009), that were valuable to the
study, with the last question being voluntary, requesting if a student would like to be interviewed
to provide their contact information.
The demographic data, ethnic and gender breakdown as well as the different high school
types from the survey respondents is displayed below in (Table 8).
Table 8
Demographic Data/High School Types
Ethnicity n=24 Percentage Frequency
Asian/Pacific Islander 0% 0
Black or African American 29.17% 7
Bi-Racial 8.33% 2
Hispanic or Latino 54.17% 13
Middle Eastern or Arab
American
0% 0
White or Caucasian 4.17% 1
Decline to State 4.17% 1
Gender n=24 Percentage Frequency
Male 33.33% 8
Female 62.50% 15
Transgender 0% 0
Decline to State 4.17% 1
High School Type n=24 Percentage Frequency
Public High School 62.50% 15
Charter/Academy 29.16% 7
Out of Area 8.33% 2

Several key points surfaced from survey data. The first was that 83.34% self-identified as
either African American or Black or Hispanic or Latino. Second, the majority of respondents
were females (62.50%), versus males (33.33%), and, lastly, 62.50% attended a public high
school. Previous research conducted by Melguizo et al. (2007) found these two populations,
Black/African-American and Hispanic/Latino/a, have historically been the largest populations to
UNPREPARED FOR COLLEGE MATHEMATICS 76
enter California community colleges academically unprepared for college-level mathematics.
These were also the two dominant populations at the college this research was conducted.
Interviews
The last question on the survey asked if the respondent would like to participate in a one-
on-one interview and, if so, to provide their contact information. Thirteen (24.52%) students
provided their contact information, and six participated in one-on-one interviews (46.15%). Also,
eight high school administrators were contacted, five (62.5%) agreed to be interviewed, and four
completed the interview. Lastly, three community college administrators agreed to be
interviewed; however, two (66.67%) participated. Tables 9 and 10 show the demographical
breakdown of the students and administrators who participated in the interviews.
Table 9
Interviews: Students
Students Year Entered Gender
Student 1 2015 Male
Student 2 2015 Male
Student 3 2015 Female
Student 4 2016 Female
Student 5 2016 Female
Student 6 2016 Female

Table 10
Interviews: Administrators
Administrators Position Gender Years in Education
Administrator 1 High School Assistant Principal Female 7
Administrator 2 High School Assistant Principal Female 9
Administrator 3 High School Assistant Principal Female 23
Administrator 4 High School Assistant Principal Female 28
Administrator 1 Community
College
Dean of Academic
Affairs
Male 22
Administrator 2 Community
College
Department
Administrator
Male 28
UNPREPARED FOR COLLEGE MATHEMATICS 77
Below, Table 11 illustrates which interview question corresponded with which research
question. As for the Research Question Four, all eight interview questions were constructed to
develop an in-depth understanding about what high school and community college
administrators are doing to alleviate the number of students graduating high school without
college-level mathematics proficiency.
Table 11
Research and Interview Questions
Research Question Interview Question & Survey Questions
1. What is the relationship between first-time
freshmen’s educational goals and remedial
math placement upon entering a California
community college?
IQ: 1, 2, 3, 4, 6, 8

SQ:
2. How does the number of math classes
completed in high school affect math
placement in community college?
IQ: 1, 2, 4, 8
SQ:
3. What academic resources and support
services do first-time freshmen in community
college utilize for remedial math classes?
IQ: 3, 4, 7
SQ:
4. What are administrators at California
community colleges and secondary leaders
doing to increase alignment of mathematics
curriculum and expectations?
IQ: 1 through 8 (Administrator questions)

Results for Research Question One
The first research question asked, “What is the relationship between first-time freshmen’s
educational goals and remedial math placement upon entering a California community college?”
This question was aimed at examining the students’ perceptions about their mathematics
placement level, their academic preparation prior to the college’s assessment, and the effect
placement had on attaining their educational goals. Because California’s community college
system provides open access, accurate placement and academic preparedness is an ongoing
systemic issue (Melguizo et al., 2014). Thus, first-time community college students are required
UNPREPARED FOR COLLEGE MATHEMATICS 78
to take an assessment or placement exam to determine their academic skills base and college-
level readiness along with taking part in an orientation and an initial appointment with a
counselor to discuss their educational and career goals (Boroch et al., 2007).
When it came to identifying the students’ perceptions about placing into remedial math,
the interview responses, which oscillated from expected to disappointed, are shown below in
(Table 12).
Table 12
Perception: Initial Community College Assessment Level
Students Year First Entered
Into Community
College
Perception
Student 1 Fall 2015 Disappointed
Student 2 Fall 2015 Disappointed
Student 3 Fall 2015 Disappointed
Student 4 Fall 2016 Expected
Student 5 Fall 2016 Expected
Student 6 Fall 2016 Expected

Students who expected to be placed into remedial mathematics enrolled during Fall 2016,
whereas the students who were disappointed entered in Fall 2015. These finding suggest that the
students who completed at least a year of community college had some time to reflect on their
initial assessment and their placement may have affected their educational and/or career goals.
Assessment
Responses from the three students who entered in Fall 2016 were that they expected to be
placed into remedial mathematics because they were not good in math in high school. Student 4
stated,
I expected it because of my past and having trouble with math. I wasn’t really that
shocked. I was like, “okay.” I kind of knew it, and I’m okay with it. That’s why I didn’t
UNPREPARED FOR COLLEGE MATHEMATICS 79
take the math assessment serious. I just needed to complete it so I can move forward to be
part of the Summer Bridge program.
Student 5 expressed a similar view:
My thoughts on placement into remedial mathematics are that I don’t really mind it as
much because the material that we are learning, I do know it. I just don’t remember it. I
feel like it doesn’t affect me in a negative way.
Student 6 saw the need for remedial placement:
I think it was necessary. I was really bad in math anyway. When I placed into it, I really
was already expecting that. If I would have placed higher, I would have requested to go
back into a level of math below college-level, because I would have thought there was a
bug with the system…I wouldn’t have believed it and thought there was something
wrong.
Conversely, the students who entered community college in Fall 2015, and who
completed at least two semesters of coursework, had completely different perceptions about
placing into remedial mathematics. The three students stated being disappointed about assessing
in to remedial mathematics. Student 1 said,
It was definitely devastating to be in that because you knew that, being placed in remedial
mathematics, you already knew you had a long road ahead of you. With that being said, I
was already coming in with the mentality that I probably am not the best, the cream of the
crop and that I might have to struggle with going through the courses down the line, too,
being that in high school I didn’t have much success.
Student 2 expressed anger along with disappointment:
UNPREPARED FOR COLLEGE MATHEMATICS 80
It was disappointing, and I was mad. When I met with the counselor after the assessment
tests, I asked him if he was sure. I know math was not my favorite subject in high school,
but, to be placed so low. I thought, “Why even go to college then?”
Student 3 also expressed anger:
[I thought] that it wasn’t right and that the assessment was wrong. I was annoyed, no,
pissed-off, especially because I had got a good grade in Algebra 2 in high school. I didn’t
want to take math classes in college that I had already passed in high school. I didn’t
know why I had to take a test to be placed in a math class. I thought that was stupid. I
didn’t know why they were making me do everything regardless of my progress in
Algebra 2. Now, I have to start back over again.
Academic Preparation and Self-Efficacy
Previous research has shown many factors pose barriers to educational goals for students
who place into remedial mathematics. However, inadequate academic preparation is a
significant, if not the sole, indicator (Attewell et al., 2006; Bettinger & Long, 2009; Shelton &
Brown, 2010). Adding to this, students’ academic behaviors, cognitive strategies, and whether
they completed calculus in high school will determine if they will achieve their college goals
(Conley, 2008; Kuh et al., 2005; Perrakis, 2008). Nonetheless, crucial factors outside of
academics must also be considered, such as ethnicity, overall high school GPA, lack of social
capital, self-fortitude and their reasons for going to college (Bonham & Boylan, 2012; Conley,
2008, Kuh et al., 2005; Karp et al., 2008; Perrakis, 2008).
However, an undercurrent of the interviews was the relationship between academic
preparation and self-efficacy. As defined by Bandura (1994), perceived self-efficacy is one’s
own belief about one’s capabilities to organize and execute a course of action that will produce a
UNPREPARED FOR COLLEGE MATHEMATICS 81
desired outcome. Thus, academic preparation and self-efficacy have a direct influence and
impact on a student’s confidence that will motivate them to want to develop understanding
needed for mathematics and, as such, is directly related to academic performance (Crosby, 2014;
Zientek et al., 2013). Therefore, for the students interviewed, academic preparation and
assessment results had an impact on their self-efficacy. Hence, when the students were asked
what they considered factors that contributed to their assessing into remedial mathematics, the
overall theme among their responses was lack of preparation. Thus, their lack of understanding,
foundational knowledge, and development of skillsets in past and current mathematics
heightened their anxiety, lowered their self-efficacy, and magnified their lack of understanding
about subsequent math courses. Student 1 noted,
For me, I didn’t really have a lot of confidence going into college at the time just being
that I didn’t do very well in high school and my struggles with math and knowing that it
would only get a lot, lot more rigorous at the community college level. Being that I didn’t
reach that high level of math in high school definitely affected me on the assessment,
especially because I have never even seen some of the material that was on the
assessment…Honestly, the only other thing I could really say is I had a lot anxiety the
day of the assessment; to the point I was sick that morning, because I didn’t get math in
high school.
Student 4 stated that “the lack of understanding of the math topics or what’s to be expected to
learn in [this] chapter, just compounds the situation moving forward.” Student 2 added,
The math class I took in my senior year we learned…we learned…what did we learn? I
remember it taught us basics of a credit card… we learned how to use spreadsheets and
that type of stuff. I don’t remember most of it, to be honest. In reality, I took Algebra 1
UNPREPARED FOR COLLEGE MATHEMATICS 82
when I was in eighth grade, so to be taking it again in college is really…I wasted seven
years. I am now just buckling down and trying to do it. I haven’t moved up anywhere on
the math scale. At that time, it didn’t matter, but, overall, that time has been wasted and I
am still taking Algebra I and 18 years old now.
Although the findings from the surveys and interviews parallel what researchers have
argued, more importantly, what was discovered was the lack of academic engagement and time
students spent each week studying for their mathematics classes. Table 13 shows the number of
hours survey respondents spent on mathematics homework each week.
Table 13
Numbers of Hours Spent Each Week on Math Homework
Hours Percentage Frequency
-2 62.50% 15
3-5 25.00% 6
6-9 8.33% 2
10 or more 4.17% 1

Their lack of academic engagement and study time is critical, especially since over
62.50% of the students surveyed, and 88.33% of interviewees, acknowledged they spent two
hours or fewer on their math homework. In fact, the Student 3’s response was poignant:
It varied each year. My mother worked a couple of jobs and went to school at night, so
she was not around to check my homework, but my junior and senior was a joke, to be
honest. There was a lot of talking class. I didn’t really pay attention that much, especially
because business math was really easy. I learned some things, but it wasn’t really
difficult. The teacher was very loose. Although he would talk about how the class was
that we were in, no one took it seriously. It was just something to pass kids, in my
opinion. Yeah, the incentive was to pass, not to learn.
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However, when asked about their academic preparation and whether they surprised about
placing into remedial course, especially because they completed Algebra 2, two students
responded they were not. Student 3 stated,
I didn’t feel like I was prepared for the test. There wasn’t enough emphasis on what I had
learned previous. I was irritated that everything I did in high school didn’t really count
for anything, so I started back from the bottom. Also, from what I can remember, the
study guide provided didn’t make sense, and nothing on the study guide was on the
assessment test.
Student 4 added, “When I graduated, it was from Algebra 2, but I feel like the teachers, they just
passed students because they’re like, “Oh, they are seniors, and, if I don’t pass them, they’re not
going to graduate.” This statement from Student 4 supports the metaphorical argument made by
Hoyt and Sorensen (2001) diverting responsibility to prepare students for the next level of
education or perpetuating the chain of blame. However, what resonated about students’ academic
preparation and engagement was a statement by High School Administrator 1:
What does it take to get a D? From 9th to 12th grade, a student gets D in basically every
class they take and they can still graduate. Think about what it takes to get a D: just show
up most of the time, pass an occasional test, turn in a good amount of assignments.
Education Goals
Many community college students confront a multitude of personal and academic
challenges as they navigate the higher education system towards their education and/or career
goals. Academic preparation, motivation, interest, support, and secondary school curriculum
along with socioeconomic status and parents’ highest level of education all have an effect on
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persistence and educational goal attainment (Baum et al., 2013; Boatman & Long, 2013; Kena et
al., 2015; Rouse & Kemple, 2009).
Historically, students in need of remediation coursework enter postsecondary education,
community college especially, lacking educational capital and family members with
backgrounds in education (Bahr, 2008; Baum et al., 2013; Bettinger & Long, 2008: Burns, 2010;
Shelton & Brown, 2012; SSTF, 2012). Moreover, because of their lack of educational legacy and
capital, social economic status, influences from their parent’s or guardian’s occupation, and
coupled with need for academic remediation courses, many community college students
determine their dreams and aspirations along with their major before fully understanding the
undertaking to complete their educational goals (Bahr, 2008; Baum et al., 2013; Bettinger &
Long, 2008; Burns, 2010; Kena et al., 2015; Shelton & Brown, 2012; SSTF, 2012).
In analyzing and comparing the student’s responses from the survey question that focused
on their parent’s or guardian’s highest level of education to previous research on how a
parent/guardian’s level of education affects their child’s educational goals (Baum et al., 2013;
Kena et al., 2015), a piece of data became evident: 75% of the students identified as first-
generation. Table 14 illustrates the highest level of education for each respondent’s parent or
guardian.
Table 14
Parent/Guardian Highest Level of Education
Education Level Percentage Frequency
Middle School 12.50% 3
High School 37.50% 9
Some College 25.00% 6
Associate’s Degree 4.17 1
Bachelor’s Degree 8.33% 2
Master’s Degree 8.3%3 2
Doctoral Degree 4.17% 1
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Out of the 24 students who completed the survey, 19 (79.17%), indicated they were
definitely going to transfer to a four-year university. Accordingly, of the students interviewed,
66.67% stated they felt that education goals were affected based on their placement. Table 15
shows interviewee’s educational goals both before and after their community college math
assessment.
Table 15
Education Goals: Before and After Assessment
Students Education Goal:
Before Assessment
Education Goal: After
Assessment
Affected: Positive /
Negative/None
Student 1 Bachelor’s/
Veterinarian
Master’s/Communications Negative
Student 2 Business
Administration/MBA
Bachelor’s/Sports Team
Manager
Negative
Student 3 Doctorate / Medical:
Veterinarian Science
Dermatologist None
Student 4 ?/Veterinarian Associate’s/Veterinarian
Technician
Negative
Student 5 Bachelor’s/Political
Science
Bachelor’s/FBI None
Student 6 Doctorate/
Psychology
?/ Psychology Negative

Moreover, Student 1 summarized the general sentiment by stating,
Prior to taking my community college math assessment test, I felt very confident; my
goal was too definitely to transfer and to head into a university. Then after I took the test,
I definitely feel like I wasn’t as confident reaching my educational goals, just knowing
that I was going to be on a long road.
However, what was most salient during data gathering was the percentage of
interviewees who stopped out of mathematics at least once or had not registered for their first
remedial math course. Of the six students interviewed, only one started a remedial math course
in their first semester and persisted to the second year still taking remedial mathematics needed
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to reach college-level proficiency. Previous research completed by Bailey et al. (2010) and by
Bailey and Zeindenberg (2010) maintained that students’ perceptions about their assessment
level, previous mathematics preparation, and the number of remedial math courses they will need
to complete will have a profound influence on whether they are likely to persist or reach their
educational goal. Two of the students interviewed embody this reality. Although two students
who stopped-out of their mathematics courses, they have, however, continued to take other
courses needed to transfer and complete their education goals.
Their stopping out also supports Bahr’s (2012) study on course-taking behaviors of
students in remedial math course within the state’s community college system. Bahr (2012),
concluded that students in need of math remediation who drop out, stop out, or fail to achieve
passing grades within the remedial math sequence, many times, will continue to take other
college courses between three to ten more semesters, with the average being 5 semesters. Table
16, below shows which students interviewed registered for a remedial math course their first
semester, who stopped out, and who continued.
Table 16
First Semester—Registered/Stopped-Out/Continued in Remedial Math Course
Student Registered: 1
st

Semester
Stopped Out:
Remedial Math
Sequence
Continued in
Remedial Math
Sequence
Looking to
Complete
Remedial Math
Elsewhere
Student 1 X X X
Student 2 X X X
Student 3 X X X
Student 4 Not-Registered
Student 5 Not Registered
Student 6 X

Thus, two students stated they were going to take the Math course they need to transfer at
another campus because their campus does not include the rigid remedial math course sequence.
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Both students shared that they were going to complete their college-level mathematics through a
university that offers extension mathematics courses.
Although all students interviewed and the majority of students surveyed stated they felt
some lack of academic preparation for college-level work, specifically in mathematics, they
agreed they spent two hours a week or less studying for math. In addition, the students’ GPAs
did not reflect a need for remediation overall. In fact, 23 out of the 24 students who completed
the survey and all interviewees graduated high school with a 2.0 or better GPA. Figure 2 and
Table 17 show the disaggregated data on participants’ high school GPA.

Figure 2. High School GPA - Surveys
Table 17
High School GPA - Surveys
# Answer % Count
1 1.0-2.0 4.17% 1
2 2.1-2.5 25.00% 6
3 2.6-3.0 41.67% 10
4 3.0-3.5 29.17% 7
5 3.6 and above 0.00% 0
Total 100% 24

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Analysis of survey and interview data revealed that prior inadequate academic
preparations as well as students’ academic engagement have a strong correlation with attainment
of education and/or career goal. Several important themes to surface from the analysis were
assessment, academic preparation, and education goals. Also, it was apparent that students’
students’ perceptions were influenced by and reflective of their mathematics level and dependent
upon whether they completed at least one term in community college. However, the single most
important theme was how students’ self-efficacy influenced their education thus far and could
affect their motivation to continue in their educational endeavors.
Results for Research Question Two
Research Question Two asked, “How does the number of math classes completed in high
school affect math placement in community college?” This research question was guided by the
lack of academic preparation and first-time students’ entering community college lacking
proficiency in college-level mathematics. According to the California Department of Education
(2015), a high school student needs a minimum of two mathematics courses to graduate: the
completion of Algebra I and one year of mathematics beyond. Adding to this, the assumption is
that students who take courses beyond the minimum requirements and complete a course beyond
Algebra 2, as well in other academic subject areas, are more likely to place into college-level
math and are better prepared for college-level work (Adelman, 1999; Kowski, 2013; Pugh &
Prather, 2004;). Thus, it is crucial for students to challenge themselves academically and go
beyond he minimums through their four years in high school to attain academic preparation,
college-readiness, and eventual completion of education and/or career goals.
Consequently, the survey data, shown in Table 18, demonstrates 66.67% of students
stated the highest level of mathematics they completed in high school was Algebra 2 or higher,
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which with half of interviewees also stated. However, all interviewees were placed remedial
mathematics. Additionally, 75% of surveyed students marked that they completed 4 years of
mathematics in high school whereas 50% of the interviewees completed 4 years (Table 18).
Table 18
Survey Data: Highest level of Mathematics and Years in High School
Level of Math Completed in 8
th
Grade
Math Course Percentage Number
Pre-Algebra 50.00% 12
Geometry 12.50% 3
Algebra 1 37.50% 9
Algebra 2 0.00% 0
Highest Level of Math completed in High School
Math Course Percentage Number
Algebra 1 20.83% 5
Geometry 12.50% 3
Algebra 2 or higher 66.67% 16
Number of Years Math Completed in High School
Percentage Number
4 Years 75.00% 18
3 Years 20.83% 5
2 Years 4.17% 1

Research concluded that the highest level of mathematics completed in high school is the
strongest indicator of whether a student will earn a college degree, that the gap between high
school and community college curriculum is significant, and that the most difficult course with
the highest withdrawal rate is Algebra (Adelman, 1999; Bonham & Boylan, 2008; Brown &
Conley, 2007). Table 19 shows the highest level of mathematics each student completed in high
school and the colleges’ course their assessment scores determined they needed.

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Table 19
Math Course and Assessment Level
Students High School: Last Math Course Community College:
Assessment Placement
Student 1 Business Math Basic Math/Arithmetic
Student 2 Business Math Elementary Algebra
Student 3 Algebra 2 Elementary Algebra
Student 4 Algebra 2 Elementary Algebra
Student 5 Trigonometry/Pre-Calculus Intermediate Algebra
Student 6 Algebra 1/ General Math Basic Math/Arithmetic

Student 3’s perspective about being placed into remedial mathematics after completing
Algebra 2 in high school was very candid:
I knew everything that was being taught in my math classes. They [college
representative] just told me to take it. I didn’t want to argue, so I’m taking the stupid
remedial math courses needed to work myself back up to college math. I don’t
understand if I finished Algebra 2 in high school, why I had to take Algebra 1 and 2 again
in community college because of some stupid test.
Her statement validates what Shelton and Brown (2010) posited, for all intents and purposes, that
students who meet minimum qualifications by completing Algebra 2 or higher in high school and
assess below college-level mathematics feel added anxiety and self-doubt because they already
completed that level in high school. Therefore, this necessitates urgency throughout the state’s
community college system and the requirement for more than just an assessment to determine
proper placement of a student in the gatekeeper disciplines, namely mathematics (Ngo & Kwon,
2014; Melguizo, 2014). As Student 1 stated,
I definitely felt like I could’ve been a little bit more past basic arithmetic math for sure.
At least, hoped back into Algebra 1 automatically since that was my last real math class
UNPREPARED FOR COLLEGE MATHEMATICS 91
in high school. Also, being that I didn’t do so well on my math assessment, definitely
affected me, placing me all the way at the bottom math.
When Student 1 was asked a follow-up question about his math placement, he responded, “Well,
when I was in it, I felt like a genius. I definitely knew everything because it was very
straightforward, but I definitely felt like I could’ve been in a higher-ranking math class.”
This, in fact, led to the discussion about development and implementation of a common
assessment tool to be used throughout the state’s community college system, which would
include multiple measures (California Common Assessment Initiative, 2016). Through multiple
measures, students will be placed according to assessment scores along with their high school
GPA, highest mathematics course completed in high school, and SAT or ACT test scores.
Number of Remedial Courses Needed
Research found that it can take up to two academic years to complete the remedial math
sequence, and more remedial means a student is likely to complete attain educational goals
(Bettinger et al., 2013; Boroch et al., 2007; Hern, 2012; Melguizo et al., 2014). Table 20
illustrates the number of years of mathematics interviewees completed in high school and their
community college assessment level. Thus, two of the six will need a minimum of two academic
years, three will need at least one academic year, and only one will need at least one semester of
remedial mathematics to reach college-level proficiency.

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Table 20
Interview Data: Mathematics in High School/ Community College Assessment Level
Students High School: Number of
Years Math Completed
Community College
Assessment: Number of
Courses Below College-Level
Student 1 3 4
Student 2 3 2
Student 3 3 2
Student 4 4 2
Student 5 4 1
Student 6 4 4

Juxtaposing data from students interviewed with prior research on the negative effects of
math remediation and the number of remedial courses needed to reach college-level proficient in
mathematics, three to five of them may not complete their remedial math sequence to reach
college-level math. Thus, based on prior research, the following conclusions can be drawn
(Bettinger et al., 2013; Boroch et al., 2007; Hern, 2012; Melguizo et al., 2014; Bonham &
Boylan, 2012; Bettinger & Long, 2008; Bonham and Boylan, 2012; Bailey & Morest, 2006).
Two interviewees will most likely not reach their education goals, three may do so, and one will
most likely complete the remedial math sequence to reach college-level math and their
educational goals. Therefore, only one out of the six students interviewed, Student 5, has a good
chance of reaching their educational goal of transferring to a 4-year campus to earn a bachelor’s
degree (Table 21).

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Table 21
Completion of Remedial Math Sequence/Education Goal
Students Need Math
Remediation
Number of Courses
Needed: College-
Level Math
Education Goal:
Transfer to 4-Year
University/College
Student 1 Yes 4 Yes
Student 2 Yes 2 Yes
Student 3 Yes 2 Yes
Student 4 Yes 2 Yes
Student 5 Yes 1 Yes
Student 6 Yes 4 Yes

To take this further, examination of a scenario may prove useful. Student 1 was a first-
time student attending community college full time for three semesters. If he were to take 12 or
15 units each semester during his first two academic years, he would complete 48 or 60 units.
However, 18 of those units would be remedial credits and non-transferrable to a four-year
campus. Thus, the number of nontransferable remedial courses and units Student 1 would have
completed in those two years would have a negative impact on his persistence and educational
goal attainment.
Data triangulation showed themes regarding factors which have an impact on or influence
participants as they navigate community college. These themes were the correlation between
high school math level and community college remediation and between remedial math course
sequence and educational goal attainment. Also, the drill-and-skill memorization practices that
students were used to in high school proved antiquated pedagogical practices. The expectations
of community college students are that they have already developed critical thinking and
applications skills. It was apparent that the number of remedial math courses needed to reach
college-level proficiency had an impact on a couple of the students interviewed, especially
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because they both decided to stop-out of their remedial math sequence (Bettinger et al., 2013;
Boroch et al., 2007; Hern, 2012; Melguizo et al., 2014).
Results for Research Question Three
The third research question asked, “What academic resources and support services do
first-time freshmen in community college utilize for remedial math classes?” This question was
designed to ascertain what resources students found to be the most beneficial as they navigated
the courses needed to reach college-level proficiency. Along with traditionally available
resources, such as tutoring and office hours, community college students utilize more online
resources and websites to teach themselves mathematics. Based on survey and interview data,
students utilized numerous resources and support services during high school and in community
college, such as college preparatory programs, accelerated courses, bridge programs, learning
communities, and online resources.
However, based on the research of Levin and Calcagno (2008), the learning practices that
students were accustomed to in high school were drill-and-skill and memorization. Their
college’s pedagogical practices were a break from the norm of what they were used to practicing.
Accordingly, Student 2 responded,
I would just copy what the teacher wrote on the board and my homework. Copying
homework from the board. Basically, there was no reason to really learn it. It was just,
basically, “There’s the work, there’s the answer.” Also, I was like, “I’m not going to
learn how to do anything from the teacher, so why put any effort into it?”
Also, as part of the course, more college professors provide students with online websites
and resources, and some make require students create an account to specific online resources.
However, based on the data collected from the surveys and student interviews, there were stark
UNPREPARED FOR COLLEGE MATHEMATICS 95
differences in the resources students used in high school versus community college to develop
their understanding about mathematics. Figure 3 shows a roughly even number of students who
used tutoring in high school to help them with the math courses and those who did not: 52.17%
and 48.17%, respectively.

Figure 3. Tutoring Session Participation
Table 22
Tutoring Session Participation
# Answer % Count
1 Yes 52.17% 12
2 No 47.83% 11
Total 100% 23

However, what was surprising was that there was consensus among the students
interviewed that they did not attend office hours, speak with their teachers or attend tutoring
sessions regularly. Instead, the students utilize or rely on the internet and online resources as they
complete the courses needed to reach college-level proficiency. These resources included
websites such as Khan Academy, PearsonMyLab.com, Math.com, YouTube, and other related
internet resources. Moreover, when interviewees were asked what research they utilized in high
school to help them with math, the majority answered the internet and required tutoring. The
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response from Student 6 summarized what several students stated about their tutoring
experiences in high school when the researcher asked did she feel that tutoring in high school
was beneficial. She replied, “No, not really.” Table 23 and Table 24 highlight the differences in
the resources students used to better understand mathematics in high school versus community
college.
Table 23
High School Resources
Student Tutoring Websites Office
Hours/Ask
Teacher
Other
Student 1 X X X
Student 2 X X
Student 3 X
Student 4 X X
Student 5 X X
Student 6 X X

Table 24
College Resources
Student Office Hours Tutoring Websites Other
Student 1 X X
Student 2 X
Student 3 X X
Student 4 X
Student 5 X
Student 6 X X X X

Furthermore, when Student 2 was asked why he did not utilize office hours, he stated, “I
just don’t feel comfortable going anymore because the last time I did speak to my math
professor, I was really anxious, and, after I left, I just felt stupid and dropped that math class not
too long afterwards. Students generally expressed their concerns when it came to utilizing tutors
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or the tutoring labs. These concerns ranged from anxiety and comfort to outright embarrassment.
Student 5 expressed her concerns with one-on-one tutoring when she stated,
Honestly, tutoring isn’t something that does really well for me. Usually, I’m
not…interested in or able to establish the one-on-one connection between another
student. I don’t know. It makes me uncomfortable, or, sometimes, I’ll feel stupid. Like,
they are trying to teach me something, and I’m like, “Oh, why don’t I get this yet?” I’m
thinking this is another student that’s like, “oh, I already know all this [the tutor].”
Similarly, Student 1 mentioned, “I never usually use tutoring at the library. I also don’t feel
comfortable going to professor’s office hours to ask for help…I usually just use YouTube, go on
Khan Academy, and watch videos. It’s like your personal teacher.” Student 2 added, “I Google
how to do a question or how to learn. You go to YouTube, watch a video. Not the exact question,
but you learn how to do it.” Still, Student 2 discussed a math professor’s practice, which she and
other students really appreciated:
This instructor would stop their lectures at the midpoint of each class meeting, and, then,
he would spend the rest of the time answering questions and doing labs. That whole hour
that was left was focused on helping us get everything that we needed to learn from the
lesson that day.
Lastly, the response provided by Student 1 was unequivocal. In explaining why he does
not utilize tutoring and professors’ office hours, he reverberated what several students stated:
I’ve had so many bad experiences in the past when I ask for help with math. I leave
feeling stupid, and, on several occasions, thought about dropping out of school because I
just don’t feel that I am smart enough.
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In the end, student persistence and college-readiness may continue to lessen because
community college students may not feel comfortable using in-person tutorial services, visiting a
professor during office hours, or asking for assistance because of the stigma associated with
remediation (Deli-Amen & Rosenbaum, 2002; Goller, 2013).
Adding to students’ lack of academic preparation, anxiety, and the under-utilization of
resources such as tutoring and professor office hours, another major theme was lack of parental
or guardian assistance to help them better understand mathematics outside of school. In other
words, most (66.67%) survey respondents stated they have no one in their household to assist
them with their mathematics. In addition, proponents of remedial education posited that students
of color and/or from communities and families of lower socioeconomic status are
overrepresented in remedial courses (Attewell et al., 2006). Referring again to demographics of
the students who participated in this research, 91.67% are considered students of color.
Table 25
Someone in the Household to Assist with Math
Household Assistance Percentage Number
Yes 33.33% 8
No 66.67% 16

Thus, the information in Table 25 above is critical because two-thirds of the students
surveyed and all students interviewed stated that, at some point during their high school years,
and in community college, they do not have math assistance from their parents or guardians.
Moreover, as discussed, many do not comfortable asking for assistance from teachers or tutors
because of fear of being considered unintelligent. To illustrate, Student 2 stated, “I just didn’t
want to feel dumb. You don’t want to look dumb around people; this is not a nice feeling.” In
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addition, High School Administrator 3 made an important point with regards to students asking
for assistance in school:
There’s just pure resistance for good reason. They feel stupid. They’re afraid of making
mistakes because they don’t want to look stupid. They already have the sense that they’re
not good in mathematics. They have developed a fixed mindset of there are some people
who are good at math, and “I’m not one of them. I’m always going to be bad at math, so
what’s the point of trying?”
In addition, all students interviewed had similar answers about having someone outside
of school able to help them better understand their remedial math work. Student 6 phrased it well
in stating,
Sometimes, either my mom or dad tries to help out when [they] can. Most of the time, my
dad really doesn’t understand it, so he doesn’t try to help. Both of my parents will usually
just call somebody to see if they know how to help me do the math.
This lack of support and/or assistance at home, understanding and navigating community
college, as well as not feeling academically prepared to complete college, specifically their
remedial mathematics sequence, were relevant themes emerging from the data.
Accelerated Courses, Bridge Programs, and Learning Communities
In response to placement errors, demotivating curricula and the pull of external situations
(Hodara et al., 2012) community colleges in several states, including California, implemented
accelerated remedial courses to keep students from stopping out. Typically, accelerated courses
pair two sequential level remedial courses into a single semester (Edgecombe et al., 2013). The
main reason for designing accelerated courses was to minimize or eliminate opportunities for
external forces, such as work and family obligations, to pull students from class before the end of
UNPREPARED FOR COLLEGE MATHEMATICS 100
the semester (Jaggars et al., 2015). As posited in previous research by Hern and Snell (2014) and
Jaggars et al. (2015) students who take part in accelerated remedial courses, overall, have higher
completion rates then students who complete semester-long courses. Table 26 shows all
interviewees took an accelerated course. Moreover, it also illustrates they if were part of a bridge
program, learning community, or both.
Table 26
College Preparatory Programs/Accelerated Courses/Bridge Programs/Learning Communities
Students College
Preparatory
Programs in High
School
Accelerated
Courses:
Remedial
Bridge
Program
Learning
Communities
Student 1 X X X X
Student 2 X X
Student 3 X X X
Student 4 X X X
Student 5 X X X
Student 6 X X X

Thus, short-term accelerated math courses have been an added resource for community
college students as they move their math courses and toward education goals (Bahar, 2012;
Sheldon & Durdella, 2010). Student 1 mentioned,
My first summer in community college, I was part of a summer bridge program. I
completed an accelerated English, a counseling class, and a math enrichment class that
allowed me to retake my math assessment. At first, I didn’t want to take college courses
during my summer. However, my dad pushed me to. Being a part of this summer bridge
program has been the best thing I have done for myself while in college except for
regularly meeting with my counselor.
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Student 2 added, “I just want to get out of here. That’s why I take my math classes during short
sessions. As much as I hate it, I hate more that I’m stuck here than I do that I have to do it.”
Student 3 agreed that faster course completion explained enrolling in an accelerated course:
I took an accelerated math course in a Bridge Program the summer before I started
community college. I wanted to complete my remedial math classes as fast as I could
because they were really boring. I just wanted to finish them as soon as I could, so I took
mostly fast-track. That was my goal, to try and get fast-track classes like short-term
classes.
Successful accelerated remedial math courses are taught within learning communities and
generally linked with a counseling or development class on time management skills and success
strategies to builds students’ self-esteem (Barragan & Carmier, 2013).
Learning Communities
As posited by Cantone (2001), Barragan and Carmier (2013), Jaggars et al. (2015),
Belfield and Ting-Liu, (2015), and Kallison and Stader, (2012), the most innovative and
successful practices to assist students who enter community college academically unprepared
and/or with personal challenges emerged from collective efforts across the institution in the
creation of learning communities. Additionally, paired courses in learning communities,
supplemental instruction, peer interactions and mentors, and counseling are very helpful to
community college students, especially in terms of building the connections between
mathematics and other disciplines personal experiences (Barragan & Carmier, 2013; Cantone,
2001; Kallison & Stader, 2012). These student-centered and learning-community focused
programs target students who are first-generation, from low income environments,
underrepresented and underserved in education, and who are unprepared for college-level work.
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The main pillars of many bridge programs are academic instruction, tutoring, study-skills
instruction, counseling, mentoring, advising, and financial aid information (Bettinger et al.,
2013; Gullatt & Jan, 2003; Kallison & Stader, 2012). Student 6 described her experiences with a
learning community as life changing and the reason she has not dropped out of college:
I utilize a program’s center on campus that was established through a grant awarded to
the college. This center still operates as sort of meeting place for African-American
students specifically; and all students in general. Also, the center on campus stays open
later than the library, and that it’s just like a collective community of people, like other
students come together, and they just help one another. Also, going to the center on
campus quite often, usually every day. I go there to do my work and the tutors who help
me there with math if I have questions. Also, director of the learning community ensures
that it is a place of safe space and that the atmosphere is conducive to learning and
feeling comfortable in asking for help.
Therefore, accelerated courses that assists students to complete the remedial courses needed for
college-level proficiency are a constant presence each academic term as well as a consistently
sought-after resource tool. Moreover, learning communities prepare and expose students to the
demands of college work and life (Kallison & Stader, 2012) and are a staple in the state’s
community colleges.
The data collected from surveys and interviews and previous research with regards to
what academic resources and student services community college students find helpful as they
complete remedial mathematics uncovered several resources as well as themes. Among these
resources were what students found helpful, and what they did not utilize regularly or at all. The
resources students found helpful were online websites, accelerated courses, bridge programs, and
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learning communities. Resources the students did not utilize with regularity were tutoring and
office hours.
Lack of academic engagement, inadequate academic preparation, assessment, and lack of
assistance at home had a strong influence on attainment of education and/or career goals. Also, it
was apparent that students’ perceptions were influenced by and reflective of their mathematics
level and dependent upon whether they completed at least one term in community college.
However, the single most important theme was that students’ self-efficacy influenced their
education thus far and could affect their motivation to continue their educational endeavors.
Results for Research Question Four
The fourth research question asked, “What are administrators at California community
colleges and secondary leaders doing to increase alignment of mathematics curriculum and
expectations?” This research question was created to uncover how academic leaders at both the
secondary and postsecondary levels close the achievement gap and decrease, if not eventually
eradicate the percentage of students who graduate high school without being proficient in
college-level mathematics. Several different high school districts feed into the college examined
here. Thus, there are different graduation requirements, as well as expectations, beyond the
obvious for their students to graduate. According to the CCCCO (2015) and SSTF (2012), the
majority of students (between 70% and 90%) enter California community colleges in need of
remediation. Moreover, according to a study completed in 2010, 79% of California’s high
school juniors who completed the early assessment program were not considered college-ready
(SSTF, 2012).
Consequently, this underscores the arguments presented by Shelton and Brown (2010),
that there are few, if any, incentives for administrators and faculty at secondary and
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postsecondary levels to collaborate in efficiently and effectively closing the college-readiness
gap. In addition, Crist et al. (2002) posited that, the lack of collaboration and miscommunications
between high school and community college administrators, perpetuates the high schools
graduation of students inadequately prepared for college-level work, especially in terms of math.
The important themes uncovered during the interviews with both the high school and community
college administrators were lack of collaboration, student expectations, and dual enrollment.
Lack of Collaboration
The theme to emerge from interviews with both high school and community college
administrators was little or non-existent collaboration. Outside of dual enrollment courses
offered by community colleges at the high schools, deliberate, continuous, collaboration and
exchanges in pedagogical practices was, basically, non-existent. Moreover, when both high
school and community college administrators were asked what they were doing as educational
leaders, differences in their responses were surprising, especially because at the task of all
working in the field of education is to prepare students and to create or sustain student success
resources and services.
Table 27
Collaboration
High School
Administrator
Academic
College Prep
Programs
Community
Programs and
Partnerships
Community College
Collaborations:
Mathematics
Faculty/Administrators
Other:
Concurrent
Enrollment
Administrator 1 Yes Yes No No
Administrator 2 Yes Yes No No
Administrator 3 Not Really Yes No Yes
Administrator 4 Not Really Yes No Yes

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With regards to sustained collaborative efforts between high school and community
college administrators, Table 27 illustrates that none exist. However, there are some internal
district, high school, and external organizational collaborations. High School Administrator 1
mentioned, “We have an online program that we suggest for our students who are failing classes,
and in need of credit recovery or failed courses and need to pass them with a D or better to
graduate from high school.” High School Administrator 3 added,
For our students who need more in-depth assistance to pass Algebra 1, we created an
Algebra support class. It is offered to students after their freshman year if they do not
pass Algebra 1. This class is below grade level to give them the year of whatever kind of
work that they need to get ready to take Algebra again since that is a high school
graduation requirement. Also, for those students who cannot do better than a D [grade] in
geometry, we have something called business math, which is more like real life: how to
use math in the real world.
High School Administrator 4 mentioned,
We have several internal and community based programs that we have created and/or are
collaborating as resources for our students to be successful. One of the programs students
can make up the work in the class that they were missing tests, quizzes or whatever. The
students who participate in this program can’t get anything higher than a letter grade C in
the class. We also have an after school-tutoring program every day for students that want
to stay at the school.
Although the response suggests otherwise, it does however, go contrary to the findings.
Community College Administrator 2 responded,
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No I don’t know of any concrete collaboration, but there should be. Basically, we’re
seeing the same students that they see, just a year or two later, so it would be nice to have
more communication and collaboration. We all have pretty much same thing in common.
We want these sets of students to do well in mathematics in particular. However, with
regards in trying to open the lines of communication, every so often there has been an
exchange of invitation for the high schools to come meet with us or we go to them.
However, usually, after a couple of attempts to set a date and time to meet, there is never
a good time or date for everyone. Eventually, the efforts are not reciprocated, and the
attempts stop, time goes by and the semester goes on. Although there are invitations to
one another to meet and exchange teaching pedagogy and alignment of curriculum, in the
end, nothing happens. I would like to meet, but I know that we are all very, very busy so
finding time in our schedules to maintain outside relationships, especially with high
schools is not necessarily a priority. Even though there have been some exchanges, I
believe there is a willingness to collaborate. I will have to say, though, initiation of
dialogue is a great idea, but there will need to be consistency to maintain the dialogue and
how it happens. We can’t just say that’s a good idea, and they forget about it. We’re so
busy, it’s easy to just drop something that’s, even if it’s necessary, it falls by the wayside
when it really shouldn’t.
To further elaborate on the lack collaboration between secondary and postsecondary
administrators and educators High School Administrator 1 stated,
I don’t think there is any conversation. Nobody from colleges have come to me and said,
“Hey, we have this great program to help your high school students get ready for Math in
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college.” [Not for the 28 years that I have been in the district]. I haven’t had that in-depth
conversation with anybody.
High School Administrator 3 added,
I’m not doing anything. My goal as an educator is to give kids access to regular
curriculum, high-level mathematics. I am quite aware of the fact that we are not in
alignment with what they are going to face when they go to [community] college, and
that’s disturbing. Right now, I am not doing anything, but I am inspired as well that we
do really do force these conversations.
Similarly, the response from two community college administrators, one dean of
academic affairs and the other the chair of the mathematics department, validated the lack of
collaboration between secondary and postsecondary administrators in closing the academic
achievement gap for students graduating high school and entering community college in need of
remediation. Community College Administrator 1 said,
Everybody understands that students are underperforming in math, but, at the same time,
we can’t guarantee that a group of students are going to come here to this college after
they graduate from high school and take math classes here or take classes here at all.
What ends up happening is you have a lot of interesting conversations, but you don’t
have any traction. However, internally, we have created an awareness campaign for our
students because they really have to understand that Algebra 1 class and Algebra 2 class
they’re taking in high school are much different from the elementary and intermediate
Algebra courses that are offered in community college. Also, once the chair of the math
department has visited our closet high school to speak with their math teachers and about
ideas and math concepts learning pedagogies to kind of get them more aligned with what
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we’re doing here. Although, this high school is closest to us in proximity, it’s not our
biggest feeder, and, so, where we may have a good discussion or periodic meetings of the
minds, we don’t necessarily get their students. That’s kind of what we’re doing to create
alignment as much as possible.
Adding to the lack of collaboration, or, more importantly, the lack of the understanding or
discussions about statewide polices between the secondary and postsecondary systems of higher
education in California, Community College Administrator 2 also shared his perspective about
the lack of discussion of the Common Core:
We don’t know a whole lot about Common Core at this level, so we should probably find
the time to discuss this with the high schools so we can begin to develop understandings
and teaching pedagogies. We will probably need to tailor a course or two around the
Common Core eventually. Certainly, we have a math class, which is essentially a math
course for math educators. One of the topics in the course should now be dealing with the
Common Core and how you instruct Common Core. Since we pretty much don’t do what
the high schools do when they incorporated Common Core, we didn’t react. We are going
to see students, and we probably are seeing students that actually have been exposed to
Common Core already. As the upcoming years pass, the students that we are going to be
seeing are going to be completely under and have been developed up through the
Common Core sequence. It seems like it would be nice if we adapted some of our
curriculum to reflect at least that mode of delivery, and it’s not all that bad either. That’s
probably the main problem that we’re ignoring at the time.

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Expectations
In theory, the expectation of the high school and community college administrators is that
students graduate high school and start their first term in college being college-ready. However,
this is further from reality. Attewell et al. (2006), Bennett (1994), MacDonald (1998), Levin and
Calcagno (2008) found that a practice utilized to accommodate students in remedial education is
dilution or dumbing-down the curriculum, which, in turn, lowers students’ expectations. The
dumbing-down of curriculum to pass students who were in remedial courses to the next level
appears to be a practiced of some secondary institutions. High School Administrator 1 stated.
In my experiences, students who are in remedial classes, teachers have very low
expectations for student achievement and pretty much approach them in that matter. I
don’t see from some of the work samples and even the conversations that teachers have
with students that they are expecting students to enroll in college, whether it be junior
college, transfer, or whatnot. I think the expectation for them is really to just try to get
them to make it across the stage and graduate high school.
High School Administrator 4 added,
The biggest concern is that kids don’t have a foundation coming into Algebra their
freshman year and high school teachers don’t want to spend the time reintegrating the
foundations. Kids don’t know how to multiply. They don’t know how to do long division.
We’re basically having to go back to the basics of mathematics which we get lost in as
the year goes by because we are getting modules that have to be completed by the end of
each semester.…When I tried to group student into classes based on students’ grades
after their first semester of math, perceived or suggested strengths and weaknesses, I
received mixed feelings. Math teachers who had the sections of students who didn’t do
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well their first semester, now felt like they had the class from hell because their students
had failed their first semester math class. Some of the kids even felt like you got us in the
dummy class and we are all the dummies. I don’t know.
Furthermore, High School Administrator 3 pointed to the fact that it is a hard sell to get teachers
to teach remedial classes in high school:
It is definitely a hard sell to get people to teach the Algebra support classes because they
are in with some tough kids for two hours a day, and it takes a person who really, really
believes in the success of kids, who really has excellent management skills, and can
facilitate conversations and discourse around mathematics without feeling overrun by
kids.…Remedial math and people definitely not wanting to teach it, they’re the
combination. By the time the kids get [these] remedial classes, it’s really more about will
than skill, or usually both. There have been so many years of failure that these kids
already have an opinion of themselves that they’re not looking at university or JC or
anything.
However, the community college administrators had somewhat of a different outlook or
expectations of students who assessed into remedial mathematics. Community College
Administrator 1 mentioned,
The majority of our students assess into remedial mathematics. One of the expectations
that the faculty have for students who are in remedial math classes is for the students to
attend. They would like to have regular attendance. The other thing is for students
to…they’re obligated to complete all the work, to read the syllabus, and possibly meet in
office hours. These are the core expectations from the faculty for students. Also, the
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students are expected to spend the number of hours outlined in the syllabus studying for
the class.
Community College Administrator 2 also spoke of the students in these courses:
Many of the students that are in remedial math classes have negative mental models and
apprehension about mathematics. I understand that a large proportion of our incoming
students need remedial courses, and, so, we offer quite a few remedial courses. I spend
personally a lot of time talking about basic study skills that students have or need to be
successful in college. We are always trying to do the best we can to move them through
the remedial math sequence pattern, each level of the algebra sequence, and then into
transfer level sequence. Overall, we try not to have them repeat course too often.
However, they have come to us unprepared to and not able to pass their math classes.
Validation Rule
Moreover, coupled with the lack of collaboration between high school and community
college administrators was the practice of the validation-rule in high schools. This rule means a
high school student who passes a semester mathematics with a D grade, for example, can move
on to the next semester, and next level. If the student passes the second semester with a C grade
or better, s/he automatically received the full-year credit. However, in community college, a D
grade means the student must repeat that course. For the student, this is a mixed-message in
terms of academic preparation. Thus, High School Administrator 2 and 4 both mentioned
something that affected the success or achievement rates for high school students in mathematics
and, quite possibly, a student’s competency of the subject. High School Administrator 2 stated,
When it comes to math for the district overall, there is more leeway, what we call
validation versus other classes. For an example, if a student didn’t pass Algebra 1A, their
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first semester, if they pass Algebra 1B the second semester, that validates Algebra 1, so
they don’t have to take that over. This is the same case when it comes to Algebra 2. I feel
like, historically, that’s been the course that has the most difficulty, so they have the most
validation to help increase graduation rates overall in comparison to other classes that
really don’t use that validation rule.
High School Administrator 4 said,
I don’t like the validation stuff. I think it is setting our kids up for failure. I really have a
problem with that. If the requirements are Algebra 1, Geometry, Algebra 2, then the kids
need to master Algebra 1, Geometry, and Algebra 2. If you pass a higher Math, then you
move on to it. However, if you get a D, then you retake that math course.
Dual-Enrollment
Dual-enrollment is not a new phenomenon. For years community college and high school
districts to partner to provide high school students an early start to higher education. The effort
serves to develop seamless pathways for career-technical education or preparation for transfer,
improving high school graduation rates, or helping high schoolers achieve college and career
readiness (Community College League of California, 2015b).
As posited by Pierce (2016), dual-enrollment is an opportunity to expose high school
students to community as well as college credits/units while in high school. Developing or
further expanding dual-enrollment will be another resource for students to be exposed to and
prepare for college’s academic and personal demands. In fact, students who participate in a dual-
enrollment program tend to better transition from high school to community college (Pierce,
2016) and are better prepared for the academic rigor and expectations of going to a community
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college. Several of high school administrators spoke about the importance and impact dual-
enrollment has on their students, school, and community. High School Administrator said,
We have dual enrollment with our local community college through our arts classes and
now have expanded upon that, as you all know, this last semester and during this
summer. That's something that we've always wanted to do and has been a great success
for us and our students. Also, the parents love the fact that their student is completing a
college course or courses for basically free and receiving college units.
High School Administrator 3 mentioned,
We are just starting a dual-enrollment program. We know that it is very important and an
added benefit for our students who want to go to college. It will expose them to the rigor
and expectations of being a college student while they are still in high school. However,
it was a necessity for our school as well on two levels. One, because we were losing a lot
of students to other high school outside of the area, and, two, we are able to provide more
challenging courses for our students who have reached certain plateaus within their high
school curriculum. Parents were looking at what is going to be the best education for their
child, so for us now to say that we are offering college courses is a going to be a win-win.
High School Administrator 4 stated,
Our dual-enrollment program with the community college is a great addition for our
school and resource for our students who want to get ahead on their general education
classes for college. Many of our students want to start taking college courses to get
ahead, and they help fill our master schedule. Currently, we have four college courses
that are offered online for our kids. We have the kids meet in a designated room to
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complete their college course or courses based on the period they are taking it. All of the
colleges courses are transferrable to the university.
In the end, themes that resonated from the interviews and candid responses bring to the
foreground the need for systemic discussions on collaborations between the secondary and
postsecondary systems of education to increase academic preparation. Moreover, included in
these discussions should be topics on expanding on resources that facilitate academic
achievement and student success and closes the achievement gap to help students looking to
complete their educational goals. The more academically prepared high school students are and
the more the exposure they have to college demands and environment, the better they will adapt
(Pierce, 2016). In fact, the lack of college preparation among students graduating from
California’s high schools can be considered a yearly academic pandemic (Shelton & Brown,
2010).
Ancillary Comments
The last interview question was whether students had anything they would add about
remedial mathematics and their educational goals or any suggestions for other students, teachers,
professors, or administrators. Both Student 1and Student 5 spoke about the assessment process.
Student 1 stated,
I think the way that the assessment program is run is flawed. I think that it’s wrong a
little, that it can just hold you back. I would say that they should have it broken down in
terms of exercises. It would rate you on what you know on each different type of
exercise. I think it shouldn’t just rate you all in everything in total and from what you
don’t know, and they place you all the way at the bottom for missing a number of the
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questions. I think, if it were broken down into sections based on the exercises, it would at
least provide a better assessment of a persons on ability with math.
Student 5 remarked,
I feel that the community colleges should definitely take a look at students’ transcripts as
well as test scores because, hearing from friends who are also in the Bridge Program with
me, are frustrated about the math level they assessed into because they know all the
things that are being taught in the math enrichment course, and it is making them and I
feel stupid. The same can be said with the English class. I took Honors and AP English
throughout high school, and I get placed in remedial English, but if there is a college-
level English that I could have placed in, I’m just like, “Why didn’t I place into it?”
Students 2 and 3 provided a self-reflection. Student 2 self-reflected,
In reality, I took Algebra 1 when I was in eighth grade, so to be taking it again in college
is really…I wasted seven years, I am now just buckling down and trying to do it. I
haven’t moved up anywhere on the math scale. At that time, it didn’t matter, but, overall,
that time has been wasted. I’m still taking Algebra and I and 18. I don’t remember how
old I was in eighth grade. Also, I think the level of expectations should be the same for a
student in high school and college. Essentially, we graduate from high school and go to
college, so I think the level of standards should be the same.
Student 3 summarized the sentiment:
I think there needs to be more classes that relate to college courses instead of geometry
and all this other stuff that we need to take, but really doesn’t prepare is for college
classes. They kind of baby everyone in high school instead of really preparing everyone
for what’s going to come ahead. I think it should be more catered to the student,
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personalized with all the classes that they need to take at least to get them starting what
they want to do for a career because, right now, it is just super general [high school].
Everybody needs to take it, and I don’t think it should be like that. I think they are just
wasting everybody’s time. Once a student decided he or she wants to go to college, that
should be on a true or real college track.
Summary
In summary, Chapter Four presented the findings from data collected through surveys
and interviews conducted with first-time community college students and high school and
community college administrators. The findings were collected from 24 surveys completed by
students and 12 in-person interviews: six with community college students, four with high school
administrators, and two with community college administrators. Results were triangulated
through prior research, surveys, and interviews, which enhanced validity and limited researcher
bias. The results indicate that first-time freshmen start community college by taking remedial
mathematics are affected by prior academic preparation and knowledge, self-efficacy, lack of
academic engagement, and parents’ or guardian’s highest level of education. Also, the backdrop
for this study followed the pathway that students will consider as they navigate through
community college to reach their education and career goals: Community College Pathway to
Degree Attainment and Workforce (Figure 1).
This pathway begins with the students’ high school academic preparation, which is
crucial as first-time freshmen enter community college. Many have to complete the English and
mathematics assessments to determine their level of academic competence in these two gateway
subjects. Once they take the assessments, they meet with a counselor to discuss their academic
and career goals to form a student education plan as a guide, so the student knows what courses
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will meet their education pathway towards certificate and/or degree completion, graduation and
transfer to a four-year college or university. Their education or career pathway will lead them
into the workforce.
Community college students face a multitude of personal and academic challenges. In
California, particularly in Los Angeles county, because of their lack of academic preparation
prior to entering community college, students, if they graduate at all, do not do so within 150%
of the maximum timeframe or having taken fewer than the maximum 90 units (California
Student Aid Commission, 2012). Thus, a student’s assessment scores, academic preparation and
motivation, coupled with grades and projected length of transfer/graduation can leave them
uncertain about their educational and/or career goal attainment. However, given the need to
improve student academic preparation and achievement in high school and community college, it
would be imperative that community college and high school leaders and administrators
communicate extensively about what students need to know and be able to do to succeed in
college (Callen et al., 2006).
However, the most significant impact on whether first-time community college students
complete their educational goals is that of their prior academic preparation and self-efficacy.
Also, a student’s interest, support, along with their socioeconomic status and parent’s highest
level of education completed, all have an effect on their persistence and the completion of their
educational goals (Boatman & Long, 2013; Rouse & Kemple, 2009; Baum et al., 2013; Kena et
al., 2015). Consequently, first-time college students starting their educational journey at a
community college are impacted if they are need of remediation to reach college-readiness in
mathematics. This, in turn, has a rippling effect on the eventual attainment of their educational
goals.
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Furthermore, the procurement of resources to foster student success, create a sense of
community, and alleviate anxiety and embarrassment are needed to assist community college
students. Lastly, the sustainment of bridge programs, expansion of accelerated courses, and the
expansion and development of learning communities that can accommodate specific challenges
community college students must overcome if they are to attain their educational career goals is
imperative.
The last chapter begins with an overview of the study and its purpose along with the
research questions. A summary of the findings is followed by suggestions for additional research
and, lastly, recommendations for preparing first-time community colleges, and implications.

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CHAPTER FIVE: DISCUSSION
The system of higher education in the United States, specifically the community college
system consisting of roughly 12.4 million with an array of academic and social challenges in
1,123 institutions, experience a crisis in academic preparation, remediation, and readiness,
especially in regards to remedial or developmental education and student and persistence
(AACC, 2014; ACT, 2005; Calcagno et al., 2008; Levin & Calcagno, 2008). California’s
community college system, the largest in the nation, enrolls roughly two million students
annually and is considered the primary gateway to higher education for a large percentage of the
state’s citizenry looking to start the education journey (Boroch & Hope, 2009). Moreover,
roughly 73% of the undergraduate population considers this their only entry point or conduit
towards a socially and financially better quality of life. However, only about 25% persist to
complete a certificate, associate’s degree and/or to transfer (Melguizo et al., 2007; Perin, 2006;
Cox, 2009).
Thus, the impetus for conducting this study was to bring awareness to the systemic
challenge of many students entering California community colleges each year not college-ready,
which affects their persistence. According to the CCCCO (2015) and Scott (2012), 70% of
students enter community college in need of remediation. This problem is important and needs to
be addressed because it has a direct impact on the equally important, national problem of
persistence and successful completion of educational goals. At the institution where this study
was conducted, roughly 80% of students enter in need of remediation and only about 59% full-
time and 42% part-time students persist to their second academic year (NCES, 2015).
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This dissertation addressed the relationship between remedial mathematics placement and
education goals for first-time freshmen entering a small-size California community college in the
southwestern part of Los Angeles County.
Purpose of the Study
The purpose of this study was to develop a deeper understanding about factors associated
with recent high school graduates’ need for remedial mathematics after taking a community
college assessment. In an addition, this study aimed to develop a better understanding of the
effect high school preparation has on students’ self-efficacy and persistence towards reaching
their education goals. Specifically, the study had two main objectives. Thus, the research purpose
was twofold: to explore students’ perceptions regarding the factors that contributed to their being
required to enroll in remedial mathematics and to understand how the students perceived their
placement and need for mathematics remediation to reach college-level proficiency along with
how this affected their persistence and overall educational and career goals.
Additionally, the aim of this study was to provide community college and secondary
leaders with quantitative and qualitative data collected directly from students and researcher
observations. 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.
Research Questions
This research used both qualitative and quantitative methods, which included surveys and
interviews. To this end, to address the issues of recently graduated high school students entering
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as first-time freshmen into a California community college and needing to take remedial
mathematics. The following research questions guided this study.
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 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?
Summary of Findings and Emerging Themes
Emerging Themes
Nine themes emerged from the data analysis. First, students had negative perceptions
about community college assessment and placing into remedial mathematics. Second, prior
academic preparation affects self-efficacy. Third, there is a relationship between remedial
mathematics and the planning or completion of education or career goals. Fourth, the number of
remedial courses needed to reach college-level proficiency affects students’ goals. Fifth,
students’ academic engagement has a strong correlation with attainment of education and/or
career goal. Sixth, parents’ or guardians’ level of education affects students’ education and/or
career goal attainment. Seventh, accelerated courses, bridge programs, learning communities,
and dual enrollment play a role in education goal attainment. Eight, there is a lack of
collaboration between secondary and postsecondary administrators and faculty with regards to
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mathematics curriculum alignment. Ninth, the practice of the mathematics validation rule plays a
role in students’ college math outcomes.
Findings
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 a
California community college?” This question was aimed at eliciting students’ perceptions of
remedial placement and educational goals. Students’ thoughts about their remedial math
placement and the impact it had on their educational and career goals were critical. Although
most survey respondents wanted to transfer when they were in high school, most interviewees
stated their education goals were affected by their mathematics assessment results. All of the
interviewees suggested that, because they had to take remedial mathematics, there were internal
discussions and self-doubt regarding their academic ability. They presented emotions about their
need for mathematics remediation that ranged from fulfilled expectations to disappointment.
Moreover, their perceptions about assessing into remedial mathematics were affected by
whether they had completed a semester or more in community college. In other words, the
students who entered in Fall 2015 had different perspectives than those who entered in Fall 2016.
The first were more likely to state they expected their placement while the second expressed
disappointment. These findings support previous research on the impact that the number of
remedial courses needed to reach college-level proficiency has on completion of educational
goals (Bailey & Morest, 2006; Bettinger et al., 2013; Bettinger & Long, 2008; Bonham &
Boylan, 2012; Boroch et al., 2007; Hern, 2012; Melguizo et al., 2014).
Furthermore, even though interviewees faced a multitude of challenges, such as work and
familial obligations, lack of education, social, and economic capital, and self-fortitude, the
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findings suggest that the two most significant factors are inadequate academic preparation, or
prior relevant knowledge, and self-efficacy. These finding are in line with previous research
(Bonham & Boylan 2012; Conley, 2008; Dougherty, et al., 2006; Kuh et al., 2005; Karp et al.,
2008; Perrakis, 2008). Thus, education leaders, administrators, and faculty form both secondary
and postsecondary institutions must collaborate to ensure the mathematics curriculum alignment
amongst secondary and postsecondary education.
Lastly, the findings revealed students’ lack of academic engagement. The survey data
showed that 62.50% students spend two hours or less a week on their mathematics homework
whereas 83.33% of interviewees claimed that they spent the same amount of time. Based on the
findings from data collected from surveys and interviews suggest that community college
students perceived perception about their academic and career opportunities are strongly
influenced and critiqued based on their community college mathematic assessment.
Research Question 2. The second research question asked, “How does the number of
math classes completed in high school affect math placement in community college?” The
findings suggest a direct and an indirect correlation. Based on the data collected, 75% of students
who completed the survey and 66.67% of interviewees noted that the highest level of education
their parent or guardian completed was some college or less. Previous research underscores that
a parent’s or guardian’s highest level of education can affect a student’s secondary and
postsecondary education pathways (Bahr, 2008; Baum et al., 2013; Bettinger & Long, 2008:
Boatman & Long, 2013; Burns, 2010; Shelton & Brown, 2012; SSTF, 2012; Rouse & Kemple,
2009; Kena et al., 2015).
Directly, survey results show that most students completed four years of mathematics in
high school, particularly Algebra 2 or higher. There was an even split among interviewees: three
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completed four years and three completed three years. Three students completed Algebra 2 or
higher and 3 did not. However, regardless of math taken in high school, according to their
assessment scores, all interviewees needed math remediation.
Indirectly, the number of math classes a student completes in high school could have an
impact on their community college assessment results. However, the findings show it is not the
number of math courses students complete in high school affects placement results; instead, it is
the actual math classes they complete that have an impact. Moreover, the courses and curriculum
students take in high school and the number of remedial math courses in community college are
strongly connected enrollment and progress through to education goal attainment (Bailey &
Morest, 2006; Baum, et al., 2013; Bettinger et al., 2013; Bettinger & Long, 2008; Bonham &
Boylan, 2012; Boroch et al., 2007; Boroch & Hope, 2009; Burns, 2010; Hern, 2012; Kena et al.,
2015; Melguizo et al., 2014; Shelton & Brown, 2012; SSTF, 2012). From the data collected,
79.17% of survey respondents and all interviewees stated they were definitely going to transfer
to a four-year college or university. However, 66.67% of the interviewees stated that, after they
took the assessment, they started to rethink either education and/or career goals.
Research Question 3. The third research question asked, “What academic resources and
support services do first-time freshmen in community college utilize for remedial math classes?”
This research question was created to analyze what academic resources and support services
freshmen entering community college find most useful as they navigate towards their educational
objectives. Findings show they utilize online resources more than tutoring and offices. Also, the
students interviewed that were part of a bridge program, in a learning communities, completed
accelerated courses, or a combination of the three and stated these were a benefit to their
educational growth.
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Results were that 52.17% of students who completed the survey, along with all students
interviewed acknowledged they utilized tutoring services while in high school. However, this is
in stark contrast to the services they used once they entered community college. Among
interviewees, 16.66% stated they utilized tutoring or office hours. All answered that the
resources they use most to help them understand their math questions are the internet, Khan
Academy, YouTube, and Google, and Math.com. Lastly, there was a consensus among
interviewees regarding past negative experiences with tutoring.
With regards to academic and student services and programs, 52.17% marked on their
survey that they had participated in college preparatory programs in high school, and all students
interviewed participated in and/or utilized at least one accelerated course, bridge program, and/or
learning community since being in community college. Although accelerated courses, bridge
programs, and learning communities are not new concepts, they are viable options for
community college students as they navigate and balance their personal and academic lives to
attain their education and career goals, especially first-generation and minority students
(Barragan & Carmier, 2013; Belfield & Ting-Liu, 2015; Cantone, 2001; Jaggars et al., 2015;
Kallison & Stader, 2012). Accordingly, the students interviewed stated that the high-touch, wrap-
around services, mentoring and counseling they received while being part the bridge and learning
communities was invaluable. Likewise, the research of Gullatt and Jan (2003), Kallison and
Stader (2012), Bettinger et al. (2013), Barragan and Carmier (2013), Jaggars et al. (2015) and
Belfield and Ting-Liu, (2015) supports the idea that bridge programs, learning communities, and
accelerated courses are very helpful and needed for community college students to build
academic and social connections.
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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?” This question was aimed at examining the alignment
of mathematics curriculum along with the effects and implications of high school math
curriculum and community college math placement. The final research question examined what
collaboration efforts are established or being created between secondary and postsecondary
administrators to align the mathematics curriculum. The data collected from the interviews with
high school and community college administrators showed a disconnect between both system of
education, specifically in southwestern part of Los Angeles County. Consequently, this
underscores the claims by Shelton and Brown (2010) and Crist et al. (2002) that there is little
reason for the two systems to collaborate, and, because of this lack of collaboration,
miscommunication between secondary and postsecondary administrators regarding ineffective
teaching practices and pedagogies continues to inadequately prepare high school students for
higher education.
At the individual level, both high schools and community colleges established
collaboration and partnerships and created programs with internal constituencies, community
partners, and their respective districts to help students become academically competitive and
complete their education goals. However, these types of collaboration are talked about in theory,
but, in practice, they rarely happen with any sustainable consistency and practice. This lack of
collaborations affects the high percentage of students graduating from California high schools in
need of remediation. As reported by the CCCCO (2015) and the SSTF (2012), between 70% and
90% of all students entering a California community college need at least one remedial course.
As a result, the state of California is in a continuous yearly academic crisis.
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Implications
This study provided insight regarding first-time California community college students
whose assessment results mean they must take remedial mathematics and the effects this has on
attainment of their education and/or career goals. The findings indicate there is a relationship not
only with the number of years a student takes mathematics in high school, but also with the level
of mathematics they take. However, prior academic preparation is paramount if a student is
going to complete their educational journey. Also, the findings suggest that community colleges
students’ persistence and education goal attainment is affected by the fact that they are required
to take remedial mathematics, their self-efficacy, their academic engagement, the academic
assistance they have at home, the highest-level of education completed by their parents or
guardians, and more importantly, the number of courses they needed to reach college-level
mathematics proficiency, which is critical to their perseverance (Baum et al., 2013; Bettinger et
al., 2013; Boatman & Long, 2013; Boroch et al., 2007; Crosby, 2014; Deli-Amen & Rosenbaum,
2002; Goller, 2013; Hawley & Harris, 2005; Hern, 2012; Kena et al., 2015; Melguizo et al.,
2014; Rouse & Kemple, 2009; Zientek et al., 2013). Furthermore, even though administrators
work to help students meet their education goals, collectively, they do not effectively collaborate
to increase college-readiness (Callen et al., 2006; Crist et al., 2002; Shelton & Brown, 2010) and
reduce, and eventually eradicate, the need for remediation among high school graduates.
Nonetheless, this study has implications. High school graduates’ continued lack of
preparation for higher education will continue to plague higher education, the workforce, the
economy, and, ultimately, students’ own quality of life (Hagedorn, 2006; Holzer, 2012; Rouse &
Jacobson & Lalonde, 2013; Kemple, 2009; Pretlow & Wathington, 2012). Thus, the assumed
need is to improve academic preparation and engagement in high school and community college.
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It is imperative that community college and high school leaders and administrators communicate
extensively about what students need to know and be able to do to succeed in college (Callen et
al., 2006). Research has shown that students who enter higher education inadequately prepared
for the rigors of college will have a difficult time reaching their educational and career goals
(Melguizo et al., 2014; Zientek et al., 2013). Lastly, if high school and community college
administrators and educational leaders do not create, build, or effectively and consistently
maintain collaboration and partnerships or work to align curriculum for seamless pathways to
certificate and/or degree completion and transfer to four-year universities (Crist et al., 2002),
then the possibility of an increase in educated citizenry will not come fruition.
Recommendations Based on the Implications
 In order to fundamentally reduce and close the opportunity and achievement gaps in
education as well as the number of students entering post-secondary education in
need of remediation, equitable resources across the board for all students must be
ensured and maintained in all institutions of education.
 Through partnerships with academic departments on campus and student services, the
establishment and maintenance of learning communities, bridge, and pathway
programs are essential to ensure students are connected to the resources that will
assist them in successfully completing their mathematics sequence, and, ultimately,
their educational goals.
 At the beginning of each academic term, concerted effort must be made by leaders
and administrators at secondary and post-secondary levels of education, through
either mandatory orientations or community meetings, to inform parents and students
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about the implications of remedial education, especially mathematics, and the impact
this could have academics, education goal attainment, and, ultimately, quality of life.
 There should be accountability for regular collaboration and discussion on math
curriculum and alignment, and teaching and learning pedagogies among high school
and community college administrators and faculty at both levels.
 Collaborations between high schools and community colleges must be created and
maintained to expose all students to the curriculum, rigor, and pace of post-secondary
education.
 A system-wide mandate should be put in place requiring first-time community
college students who do not successfully pass their remedial mathematics courses to
meet with a counselor to discuss interventions.
 Discussion time, tutoring and supplemental instructors need to be integrated within
each mathematics class.
 Community college district leaders, presidents, and administrators, along with high
school superintendents, principals, and administrators, coupled with their faculty need
to be informed about the Common Assessment and Multiple Measures, the Common
Core State Standards and the impact these will have on students. Moreover,
collaborative learning and teaching pedagogies must be created and continuously
measured to ensure each system’s programmatic assessment provides the skillsets
students need and that these be accurately be assessed.
Recommendations for Future Research
Although, this study was in-depth, many questions remain regarding the factors that have
an impact on the first-time community college students’ academic preparation and the effect this
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has on attaining their educational and/or career goals. National and state policy-makers,
education leaders and administrators, secondary and postsecondary professors, and teachers must
continue to collaborate to identify the factors that negatively affect students and provide funding,
create programs, and establish learning pedagogies that will eventually close the academic
achievement gap. Based on the findings from this study and the review of the literature, the
following recommendations for future research emerged to expand the context and
understanding of the relationship between prior academic preparation and education goal
attainment:
 Research the impact and effectiveness of the high school Common Core Standards to see
what the effects are on Community college assessment outcomes.
 Research how and/or concurrent enrollment programs affect students’ academic
preparation and college-readiness. In such, what is the overall impact of these programs
on a student’s academic and social engagement and financial implications?
 Research should be conducted, once fully implemented, on the effectiveness of the
California Community College Common Assessment and Multiple Measure
Assessments, to analyze initial placement and students’ successful completion rates of
their gatekeeper courses in mathematics and English.
 A follow-up study with participants from this study should be conducted to see if their
perspectives and utilization of college resources changed and whether they attained or
changed their education and/or career goals to determine if similar conclusions would be
reached.
 Since a number of high school students rely on multiple modalities to earn the credits
need to graduate from high school, a study should be conducted to determine the effects
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of online credit recovery courses and the impact these have on a student’s academic
preparedness and college-readiness.
 This study should be replicated and include participants outside of Los Angeles County
along with adding independent variables, if necessary, to validate the results from this
study and to add to the body of literature and knowledge.
 Also, a study should be conducted with students who did not attend a community college
right after high school to determine how their mathematics assessment results affect their
education and/or career goals.
Limitations
Although the primary limitations related to this study, time, location, the population
sample, and distance, were discussed in Chapter One, others were discovered. The qualitative
data collected was limited in scope because of the students and high school and community
college administrator’s busy personal schedules. Also, scheduling conflicts and/or lack of
commitment and follow-through to an in-person interview session also posed limitations to this
study. Adding to this, time constraints for conducting this study were also relevant.
In addition, limitations were inherent based on the topic of the study. Although
triangulation techniques were used to decrease the possibility of researcher bias and influence,
bias still could have been present and have distorted findings. Another limitation is that of
missing data since important questions may not have been asked or important factors may have
not been included and analyzed. Lastly, limitations associated with this study lie in the fact that
the students who participated in this study did so voluntarily. As such, their responses to the
survey questions pose potential discrepancies due to self-reporting and not fully understanding
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the questions. These discrepancies could have also existed with the responses to the interview
questions asked of all participants, both students and administrators.
Conclusion
Historically, high schools have been preparing some students for postsecondary
education and preparing most students for work. Although that division may have been
appropriate decades ago, it is antiquated today with the contemporary workplace’s increasing
technological and educational demands. Now, the knowledge and skills students need to succeed
in postsecondary education run parallel to the ones they need in the workforce (Callen, Finney,
Kirst, Usdan, & Venezia, 2006). Moreover, once considered primarily a four-year college
degree, postsecondary education now applies to virtually any academic or occupational, public or
private, two-year or four-year education that can result in a certificate or degree (Baum et al.,
2013). Administrators, faculty, and policy-makers are going to have to continuously force the
discussion to broaden their missions and course offerings given the demands, vision, and student
demographics within higher education and the system’s continuous evolving, coupled with the
community college system’s being the launchpad for many students, especially those of color,
from underserved and underprepared populations, and of low socioeconomic status. Findings call
for the broadening of course offerings, student support and wrap-around services to encompass
the growing percentage of students who aspire to complete a college certificate or degree and
choose to start their post-secondary educational journey at the community college, albeit without
college-level readiness (Bettinger & Long, 2005; Boylan & Saxon, 1996; Koch, Slate & Moore;
Wilson, 2012,).
One way community college and k-12 school districts can team up to improve college
readiness is by aligning their curricula to ensure high school students learn the academic skills
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necessary to be successful in college (Pierce, 2016). Moreover, community college faculty and
high school teachers must come together in what Pierce (2016) called norming sessions to ensure
they agree on common standards of excellence. Hopefully, through these directive norming
sessions and partnerships, we can reduce the number of students who enter community college in
need of remediation (Pierce, 2016). However, this relationship can only start with a commitment
from the upper-levels of school boards, boards of trustees, chancellors, superintendents,
presidents and principals if a systemic change is going to be made in regards to students entering
community college not college-ready. According to Pierce, (2016), community college and K-12
leaders spend many hours in meetings to discuss a multitude of issues; thus, these meetings
happen because of top-level administrators’ close relationships.
Despite the fact that community colleges are couched in the middle between high school
and four-year colleges and universities, serving students who are both academically prepared and
unprepared to reach their educational goals, they must not forget their place and mission in the
system higher education: open access. Thus, because of open access to California community
colleges, students must first take placement exams to determine if they qualify for college-level
work or if they must take remedial courses. The number of college students in the United States
needing remediation could be reduced dramatically if high schools and colleges were to connect
their standards, assessments, policies, and coursework (Callen, et al., 2006).
Thus, if the systems of education in the United States, and especially in California, are
going to reach President Obama’s American Graduation Initiative to have community college
students complete career-focused certificates and degrees that will prepare them to enter the
workforce, then efficient and effective collaboration and partnerships among secondary and
postsecondary educational leaders, including faculty and staff, will need to be securely
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established, in place, and sustained (Cooper, 2014). From these constructive collaborations,
solution-based and forward thinking plans can be constructed and implemented to eradicate the
educational ills of higher education in America and will unequivocally make a difference for
today’s student and tomorrow’s contributing member of society, ultimately yielding a positive
quality of life.
Moreover, President Obama was clear that, to be competitive at home and in the global
market, more Americans need to complete college degrees, but this will not happen until there
are solutions to the remedial education crisis. Thus, if there are not systemic changes, the
educational and economic cost at the state and national level will be negatively affected (Rouse
& Kemple, 2009). Lastly, the president’s initiative has put the community college system at the
center in terms of increasing the number of certificate and degree holders as well as preparing the
next generation of Americans to compete economically and globally. To accomplish this, think
tanks must be assembled to include key personnel from all systems of education in a
collaborative effort to create systemic solutions and best practices. (Cooper, 2014).
In the end, the findings from this study only continued to, unfortunately, spotlight the
need to overhaul the education system in the United States. Although there were several best
practices and pedagogical processes presented, the overarching issue is still very prominent.
Students are entering the systems of higher education under-prepared and in need of remediation.
Only the future will determine if a common assessment and multiple measures will have a
positive impact and a gain acceptance amongst those who provide direction. Community college
students are entering a period in their life and development; as such, they need to learn and
develop skills that allow them time/priority management and self-discipline (Pierce, 2016),
among other values and behaviors to balance their academic lives with their personal lives.
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In the end, an accountability-directed and systemic overhaul of policies and procedures
will provide equitable educational resources to close the opportunity and achievement gaps for
students throughout all systems of education in the United States. If this not done, we will
continue to have academic, economic, social and personal disparities that will unequivocally
have an impact on the quality of life for many.

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Appendix A
Interview and Survey Protocols
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 Core/Common Assessment Initiative impact
your students or campus?
8. What are you doing as an educational leader to address the differences in math
curriculum between high school and community college?
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?
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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9. Is there anything you would like add; or let the administrators, professors, or something
you would like to let other students know?

Survey Questions
Community College Mathematics Assessment and Student Education Goals

Q1 What level of math did you complete in the 8th grade?
 Pre-Algebra (1)
 Geometry (2)
 Algebra 1 (3)

Q2 What is the highest level of math you completed in high school?
 Algebra 1 (1)
 Geometry (2)
 Algebra 2 or above (3)

Q3 How many years of Math did you complete in high school?
 4 years (1)
 3 years (2)
 2 years (3)

Q4 What is the highest level of education completed by either your parents/guardian?
 Middle School (1)
 High School (2)
 Some college (3)
 Associate's Degree (4)
 Bachelor's Degree (5)
 Master's Degree (6)
 Doctoral Degree (7)

Q5 Was there someone in your household that could help you with your math homework?
 Yes (1)
 No (2)

Q6 How many hours per week did you study for math in high school?
 0-2 hours (1)
 3-5 hours (2)
 6-9 hours (3)
 10 or more hours (4)

Q7 What high school did you graduate from?

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Q8 What was your overall GPA when you graduated high school?
 1.0-2.0 (1)
 2.1-2.5 (2)
 2.6-3.0 (3)
 3.0-3.5 (4)
 3.6 and above (5)

Q9 Did you participate in any college preparatory programs while in high school?
 Yes (1)
 No (2)

Q10 Did you attend tutoring sessions for math in high school?
 Yes (1)
 No (2)

Q11 Did you complete a community college course while in high school?
 Yes (1)
 No (2)

Q12 Do you plan on transferring to a university?
 Definitely yes (1)
 Probably yes (2)
 Unsure (3)
 Probably not (4)
 Definitely not (5)

Q13 What is your intended in community college major?

Q14 Please specify your ethnicity.
 Asian/Pacific Islander (1)
 Black or African American (2)
 Bi-Racial (3)
 Hispanic or Latino (4)
 Middle Eastern or Arab American (5)
 White or Caucasian (6)
 Decline to state (7)

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Q15 Please specify your gender.
 Male (1)
 Female (2)
 Transgender (3)
 Decline to State (4)

Q16 Are you willing to be contacted for a one-on-one interview? If so, please provide your
information and I will contact you for the interview.

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Appendix B
Informed Consent Form
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 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.

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.
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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.

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Appendix C
Administrator Invitation
Dear Administrator,
My name is Casey Hunter, and I am a doctoral candidate in the Rossier School of Education at
University of Southern California. I am conducting a 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, 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 1 hour 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 310-429-2589.

Thank you for your consideration,

Casey Hunter
Doctoral Candidate - Rossier School of Education
University of Southern California

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Appendix D
Student Invitation
Dear Student,
My name is Casey Hunter, and I am a doctoral candidate in the Rossier School of Education at
University of Southern California. I am conducting a 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 1 hour 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 310-429.2589.

Thank you for your consideration,

Casey Hunter
Doctoral Candidate - Rossier School of Education
University of Southern California
UNPREPARED FOR COLLEGE MATHEMATICS 162

Abstract (if available)

Abstract The purpose of this study was to develop a better understanding about the relationship between community college course placement based on assessment and its effects on a student’s education and/or career goals. This study was conducted to specifically address (1) the relationship between educational goals and remedial math placement for first-time freshmen entering a California community college, (2) how the number of math classes completed in high school affects math placement in community college, (3) what academic resources and support services college remedial math students find helpful, and, lastly, (4) what administrators in postsecondary and secondary education do to increase alignment of mathematics curriculum and expectations. This study applied a mixed-methods approach in that 24 first-time community college students completed a survey. From those, six students as well as four high school and two community college administrators participated in semi-structured in-person interviews. Through triangulation, this study’s findings indicate that a student’s community college placement has an effect or impact on their attaining their education and/or career. Moreover, several factors affect a student’s assessment results: highest level of mathematics completed previously, prior academic preparation, course-taking behaviors, and self-efficacy. Overall, this research provides an in-depth understanding about the factors that have an impact on students’ perceptions of their placement and how this will influence their decisions regarding their education and/or career goals.

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University of Southern California Dissertations and Theses

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Asset Metadata

Creator Hunter, Casey L. (author)

Core Title Ready or not? Unprepared for community college mathematics: an exploration into the impact remedial mathematics has on preparation, persistence and educational goal attainment for first-time Cali...

School Rossier School of Education

Degree Doctor of Education

Degree Program Education (Leadership)

Publication Date 02/10/2017

Defense Date 01/10/2017

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

Tag academic preparation,community college and high school administrators,economic effects of remedial mathematics,education and career goal attainment,first-time community college freshmen,OAI-PMH Harvest,persistence,remedial mathematics

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 caseyhun@usc.edu,chunter2403@gmail.com

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c40-335291

Unique identifier UC11258216

Identifier etd-HunterCase-5040.pdf (filename),usctheses-c40-335291 (legacy record id)

Legacy Identifier etd-HunterCase-5040.pdf

Dmrecord 335291

Document Type Dissertation

Rights Hunter, Casey L.

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