Date of Award

4-2016

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

School of Education

First Advisor

Dr. Karen Buchanan

Second Advisor

Dr. Ginny Birky

Third Advisor

Dr. Dane Joseph

Abstract

This study examined the relationship between the essential skill of math and college remediation rates using a dataset of 1,858 recent high school graduates attending public, 4-year Oregon universities. Using a logistic regression methodology, this study explored (a) the extent to which the essential skill of math improved college remediation rates, (b) the association between allowable essential skill of math sources of evidence and college remediation rates, and (c) the impact of the essential skill of math on students from various demographic backgrounds. Results from this study suggest the essential skill of math graduation requirement significantly predicts the likelihood of being enrolled in postsecondary math remedial coursework. In addition, high school GPA and SAT math scores predict the likelihood of math remediation, consistent with previous research in this area. Among students included in the sample, females were 29% less likely to be enrolled in math remediation. Other demographic variables did not significantly predict the likelihood of remediation. Evidence from this study shows a relationship between the essential skill of math graduation requirement and decreased remediation rates, although the effects may benefit some groups of students more than others. These results underscore the importance of rigorous academic content, sound assessment practice, and culturally responsive instruction aligned to standards for all students. This study may be used to inform future research in the area of minimum competency high school diploma requirements and postsecondary remediation practice.

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