STARTING FROM THE BOTTOM: THE EFFECTS OF PARTICIPATION IN DEVELOPMENTAL MATHEMATICS ON COLLEGE OUTCOMES IN STEM FIELDS.

Abstract

There is a growing concern about meeting the ever-increasing demand of the U.S. Science, Technology, Engineering, and Mathematics (STEM) workforce. The combination of fewer students entering STEM majors and more students leaving STEM majors only adds to the imbalance of supply and demand for the STEM workforce. To have more students earn STEM degrees, one can increase the likelihood of degree completion or engage other students who are not currently in the pipeline. Students who require Developmental Mathematics may fit into both categories. Developmental math courses (also referred to as remedial) are designed to bolster the math preparation of incoming students deemed not ready for college-level math courses. This quantitative study explores whether participation in developmental math courses is a viable pathway into and through STEM majors to STEM degrees using Tinto’s Student Integration Model. Analyzing data from the Education Longitudinal Study of 2002, the study investigated the effect of DM on STEM persistence with OLS regression models, fixed effects models, and propensity score matching. Findings revealed a complex relationship between DM and STEM success. DM students, particularly those intending to major in STEM, were more likely to be female, underrepresented minorities, from low socioeconomic backgrounds, and first-generation students, confirming existing literature. However, DM participation showed either negative or non-significant effects on STEM persistence, contrasting with some smaller-scale studies. This study's national scope strengthens the evidence suggesting potential negative impacts of DM on STEM persistence. Regarding degree completion, passing DM was positively associated with associate's degrees (both STEM and non-STEM), but had no significant effect on STEM bachelor's degrees. Furthermore, taking DM was negatively associated with completing any bachelor's degree, aligning with national studies showing a negative correlation between remediation and bachelor's attainment. Relating these findings to Tinto’s model, DM appeared to have a limited effectiveness as a retention mechanism at four-year institutions. The study suggests that the student integration model may not fully account for differential first-year experiences for DM students, particularly at four-year institutions, where DM stigma and variations in faculty interaction may impede integration. The study also acknowledges the evolution of student demographics and support systems since the student integration model’s development, highlighting the need for cautious application in the current educational landscape.