Simmons Associate Professor Candace Walkington and North Central Texas College’s Elizabeth Howell collaborated on research that examines the support systems in community colleges for students who are under-prepared in math when they enrolled. Their article is published in the Journal of College Student Retention: Research, Theory & Practice.
The study looks at two 5-year longitudinal data sets of community college students to explore factors associated with successful outcomes in developmental mathematics. Additional linear regression models examine the time required to complete developmental coursework. Tutoring has a strong association with positive student outcomes, as do full-time enrollment and developmental mathematics coursework grades. Implications for developmental mathematics programs in community college settings are discussed.