Does Mathematics Remediation Work?: A Comparative Analysis of Academic Attainment among Community College Students

By P. Bahr. 2008

349 citations recorded by the source corpus.

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Citations in the corpus

Factors Contributing to the Upward Transfer of Baccalaureate Aspirants Beginning at Community Colleges (2010, background): “Specific to transfer as an outcome, Bahr (2008) found that students who are successful in math remediation have a transfer rate comparable to students who have college-level math skill without the need for remediation.”
The effects of self-regulated learning training on community college students’ metacognition and achievement in developmental math courses (2016, background): “Bahr (2012) found that students in lower level developmental courses were less likely to attain their academic goals compared to those in the higher level developmental course.”
The Impact of Developmental Education on Community College Persistence and Vertical Transfer (2014, background): “Work by Bahr (2008; 2010) suggested that long-term academic outcomes among students who successfully complete remedial coursework in mathematics are comparable with students who do not require remediation.”
Psychosocial Factors and Community College Student Success (2017, background): “High achievement and persistence in developmental education allow students to advance toward credit-bearing coursework and either degree attainment or transfer; however, many students often repeat developmental courses and are unable to effectively progress through course streams (Bahr, 2008).”
The Bird’s Eye View of Community Colleges: A Behavioral Typology of First-Time Students Based on Cluster Analytic Classification (2010, background): “A second weakness of this study concerns what is arguably the most pressing issue in higher education today, namely postsecondary remediation (Bahr 2008, 2010a, b).”
Cooling Out in the Community College: What is the Effect of Academic Advising on Students’ Chances of Success? (2008, methodology): “In addition, the database is cross-referenced periodically against the enrollment records of all California public 4-year postsecondary institutions and the National Student Clearinghouse database in order to identify students who transferred to public and private 4-year institutions, both in-state ”
Deconstructing Remediation in Community Colleges: Exploring Associations Between Course-Taking Patterns, Course Outcomes, and Attrition from the Remedial Math and Remedial Writing Sequences (2012, positive): “In turn, students who begin the remedial sequence in math or writing, but do not complete it, are very likely to leave college without a credential of any kind (e.g., Bahr 2008a, 2010a).”
More than Just Skill: Examining Mathematics Identities, Racialized Narratives, and Remediation among Black Undergraduates. (2016, background): “Furthermore, recent studies have provided evidence that Black students are disproportionately placed in these courses (e.g., Attewell, Lavin, Domina, & Levey, 2006; Bahr, 2008).”
Understanding the Racial Transfer Gap: Modeling Underrepresented Minority and Nonminority Students’ Pathways from Two-to Four-Year Institutions (2014, background): “Findings by Bahr (2008) suggest that students who remediate successfully are equally likely to transfer when compared to students who complete college level math without remediation.”
Revisiting the Efficacy of Postsecondary Remediation: The Moderating Effects of Depth/Breadth of Deficiency (2009, methodology): “(For a detailed discussion, see Bahr, 2008a.) One of the most persuasive measures is students’ long-term attainment (Grubb, 2001), which is the focus here.”
Increasing Success Rates in Developmental Math: The Complementary Role of Individual and Institutional Characteristics (2015, methodology): “Notable exceptions include the work by Bahr (2010) and Bailey, Jeong, and Cho (2010).”
Why Students Choose STEM Majors (2013, background): “However, research on the effect of enrolling in remedial courses has produced mixed results (Adelman, 1999; Bahr, 2008; Bailey & Alfonso, 2005; Long, 2005).”