Title

How Extending Time in Developmental Math Impacts Student Persistence and Success: Evidence from a Regression Discontinuity in Community Colleges

Document Type

Article

Publication Date

Winter 1-1-2017

Publication Title

The Review of Higher Education

Volume

40

Issue

2

First page number:

267

Last page number:

306

Abstract

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.

Keywords

Community college, Developmental education, Regression discontinuity, Persistence

Language

eng

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