Predicting Success Rate of First-Time College Students Enrolled in Developmental Mathematics Courses in an Urban Multi-Campus Community College Based on Reading Level and Order of Courses Taken

Community colleges serve as conduits for students as they make the transition
between secondary school and college. Community colleges also have a unique place in
the American education system as they serve a large number of non-traditional students.
The open-door policy of community colleges gives students the opportunity to pursue a
college education. However, not all students who enroll in community colleges are
academically prepared for college-level courses.
A comprehensive literature review in the areas of community college,
developmental education, mathematics education, and the connection between language
and mathematics was conducted. Based on the results of the literature review, this study
examined a population of students who placed into all three developmental education subjects when they enrolled at the community college based on their Computerized
Placement Test (CPT) scores.
In the first part of the study, the researcher studied the relationship between
reading level and success rate in developmental mathematics courses. In the second part,
the researcher used a logistic regression model to predict success in developmental
mathematics courses based on CPT scores in math, reading, and writing, as well as
ethnicity, gender, age, traditional college student status, limited English proficiency, and
enrollment status.
Results from the study revealed that the order in which developmental reading
courses and developmental mathematics courses are taken does make a difference in the
success rate of students in their developmental mathematics courses. There is a
significant relationship between reading level and success rate in developmental
mathematics courses for students who take reading before or at the same time as
mathematics. A logistics regression model with four significant variables was created to
predict success in developmental mathematics courses greater than chance.
This study can assist counselors in placing students in the correct developmental
mathematics course when they enroll in the community college. It further gives
administrators the opportunity to evaluate current placement policy in developmental
mathematics courses based on the order in which the courses are taken and CPT cutoff
scores. This study also proposes recommendations and further research in the area of
developmental mathematics education.