How Extending Time in Developmental Math Impacts Student Persistence and Success: Evidence from a Regression Discontinuity in Community Colleges
The Review of Higher Education
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Extending a one-semester math course over two semesters is thought to be beneficial for student achievement since students have more time to master math concepts. We investigate the impact of this practice in community college math remediation, where the cost to additional time may outweigh the academic benefits and influence students' persistence decisions. Drawing on data from four large California community colleges, we use regression discontinuity to identify the effect of taking two-semester extended algebra courses relative to typical single-semester courses. We find enrolling in extended algebra significantly decreased student persistence and success. Implications for developmental math reforms are discussed.
Community college, Developmental education, Regression discontinuity, Persistence
Ngo, F. J.,
How Extending Time in Developmental Math Impacts Student Persistence and Success: Evidence from a Regression Discontinuity in Community Colleges.
The Review of Higher Education, 40(2),