Date of Graduation

5-2026

Document Type

Dissertation

Degree Name

Doctor of Philosophy in Higher Education (PhD)

Degree Level

Graduate

Department

Counseling, Leadership, and Research Methods

Advisor/Mentor

Murry, John Jr.

Committee Member

Mamiseishvili, Ketevan

Second Committee Member

Miller, Michael

Keywords

Community College; Developmental Math; Remediation; STEM

Abstract

Developmental mathematics is often seen as a barrier to student progression in community colleges, especially for students pursuing Associate of Science degrees requiring math coursework. This quantitative, ex post facto, non-experimental study examined how developmental mathematics factors predicted Associate of Science degree completion at a two-year community college in the West South-Central United States. Specifically, it assessed how academic performance in developmental mathematics, placement method, math pathway, and number of developmental math courses related to Associate of Science degree completion, as well as differences across student subgroups. Archival institutional data were used for first-time-in-college students across four cohorts: 2018, 2019, 2020, and 2021. Each cohort was tracked within a three-year completion window. The sample included students who declared an Associate of Science degree during the reporting period and attempted at least one developmental or gateway mathematics course. Binary logistic regression was used to examine the predictive relationship between the independent variables and degree completion. Unadjusted and adjusted models were analyzed while accounting for enrollment intensity. For this study, findings showed that performance in developmental mathematics was the most consistent predictor of Associate of Science degree completion. Higher grades in developmental mathematics increased the likelihood of completing the course. The mathematics pathway was not a significant predictor when variation existed, and the placement method could not be tested in some cohorts due to limited variation. The number of developmental mathematics courses completed yielded mixed results. These findings suggest that success in developmental mathematics is more closely linked to degree completion than structural features. The study highlights the need for early mathematics support and academic momentum.

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Mathematics Commons

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