Date of Award


Document Type


Degree Name

Doctor of Education (EdD)


School of Education

First Advisor

Dane Joseph, Ph.D.

Second Advisor

Marc Shelton, Ed.D.


This study analyzed the relationship between community college students’ math remediation status and their continued persistence in math. Continued persistence outcomes included college math course completion, seeking a STEM degree pathway, degree attainment (STEM or any degree), and degree completion time (STEM or any degree). Demographic variables and math-placement- level were investigated as predictors. The study used secondary data from students enrolled in math courses at a large Pacific Northwest college between Fall 2016 and Fall 2019. Exploratory data analysis, logistic regression, and chi-square were used to analyze the secondary data. The analysis found a statistically significant impact of age on continued persistence for the entire student population but not the math-remediation subpopulation. Older students were more likely to complete a college-level math course, and younger students were more likely to seek and attain a STEM degree and have faster STEM degree completion times. Pell Grant recipients from both the entire student population and math-remediation subpopulation were more likely to attain a STEM degree than non-Pell Grant recipients. Females were more likely to persist in math than males. Non-Resident Alien (NRA) and Asian (AS) students were found to outperform White (WHI) students in multiple continued persistence outcomes, while Black/African American (BAA) and Hispanic (HIS) students were commonly found to underperform. Regarding math- placement-level, students placed in upper-level remediation and college-level courses were significantly more likely to attain a STEM degree than those placed in lower-level remediation. This study may be used to further evaluate remedial math policies and practices including, but not limited to, the length of the remedial math sequence and placement tests.