Journal of Education & Social Policy

Postsecondary Institution Level and Student Transfer Status: Differentiated Effects of Remedial Math-Taking on Degree Attainment
Meghan Ann Clovis, Mido Chang

Abstract
Research is not consistent regarding the effects of taking remedial math in college on degree completion. Studies indicate that effects may be differentiated for 2-year and 4-year students as well as for students who transfer vertically to a 4-year institution. This study investigated the effects of taking remedial math in college on degree attainment for four groups of students. Students were grouped by level of the postsecondary institution first attended (2- or 4-year) and by transfer status (later transferred to a different level). Data were obtained from a large, nationally representative longitudinal data set. Remedial math-taking had a significant negative effect on completion at all institutional levels. Passing all remedial math courses taken was significantly positively correlated with degree attainment for remedial math students, specifically. However, when compared to non-remedial students, the effect of passing all remedial courses was only significant if a student began at a 4-year and then transferred to a 2-year college.

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