Current research shows community college students face numerous obstacles that limit their success in developmental mathematics courses. This study surveyed students to determine whether flipped learning produced differences in student engagement or factors related to passing rates compared to that of traditional teaching for different…

This document provides an overview of historic policy reforms that have improved student success and close racial equity gaps in completion at California Community Colleges.

This qualitative research study explores how students negotiate their identities as mathematics learners in a college algebra quadratics unit that implements asset-based frameworks that reframe mathematics curriculum to support student awareness of their capacities. This study adds to existing research discourse on teaching and learning…

Reversing the trend of US STEM graduation rates lagging other industrialized nations requires that we look at the entire pipeline of potential STEM students, including the vast number that start their journeys in remedial math classrooms in two-year colleges. Most research to date has focused on either Learning Support (LS) success or STEM…

In the United States, students often graduate from high school unprepared to succeed in college. In Alabama, fewer than 25% of high school graduates are college ready. Frequently, unprepared students enroll in community colleges, which are tasked to help them transfer to a four-year institution or to enter the workforce. However, students who need…

The guided pathways model, comprising 14 different practices, is a framework for comprehensive, whole-college reform undertaken by community colleges to help all students choose, enter, progress through, and complete a program of study that enables them to secure sustaining-wage employment or transfer with junior standing in a major. Since its…

Following up on an individual-level randomized controlled trial of a Dana Center Math Pathways (DCMP) model, this study assessed longer-term impacts on students' math completion, academic progress, and academic attainment. The version of the DCMP that was assessed in this study diversified the developmental and college-level math course content…

While many community college (CC) students come to higher education with specific career or life goals, these aspirations may be forced to change if students are not able to get past the gatekeeper of remedial mathematics coursework. Racially minoritized students are disproportionately tracked into non-credit-bearing remedial (NCBR) mathematics…

Although Assembly Bill 705 has done much to increase completion of transfer level math in the California Community College system, historically marginalized students including the Latina/o/x student population continue to experience equity gaps in transfer-level math completion. This qualitative case study investigated the experiences of…

Research conducted by The RP Group's Multiple Measures Assessment Project (MMAP) and summarized in "Preparatory Pathways and STEM Calculus Completion: Implications of the AB 1705 Standards" found high rates of attrition along the path to calculus for students pursuing programs in Science, Technology, Engineering and Math (STEM). In this…

AB 1705 requires colleges to validate their math placement policies and associated enrollment practices to ensure that students begin in coursework that gives them the best chance of completing the initial transfer-level math requirements for their academic goal. If students are required to enroll in prerequisite coursework prior to the…

Mathematical problem posing, or authoring mathematical tasks, can allow students to integrate their interests and experiences into the classroom. Little research has explored different designs for scaffolding or facets of posed problem quality, particularly when problem posing is based on students' interests. We created an environment that enabled…

Performance-based funding (PBF) models have become increasingly prevalent in higher education. While designed to improve student outcomes, their effectiveness, particularly at community and technical colleges (CTCs), remains uncertain. Given CTCs' crucial role in providing equitable education, understanding PBF's effectiveness is imperative for…

Poor mathematics preparation severely restricts students' future educational and occupational choices. This paper explores the extent to which differences were observed in the pedagogical practices of those teaching college introductory college math at a community college and at a four-year college. Although college math instructors generally may…

This article describes the content validation of the Transitioning Learners to Calculus in Community Colleges Institutional Self-Assessment Tool. The instrument comprises five content areas, each with an associated set of items representing practices to promote the success of underrepresented racially minoritized (URM) students as they transition…