The Relations of High School Math Preparation, College Remediation, and College Completion

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Abstract

This study examined the relations of high school math preparation, college remediation and college completion. The sample included 245 high school graduates from an urban school district in Minnesota enrolling at the University of Minnesota in fall 2003. About one-fourth (23.7%) of freshmen in the sample took remedial math courses. Logistic regression analyses found that students having better math preparation were less likely to take remedial courses only when a high benchmark (grade B or above) was set for high school coursework. Furthermore, students who barely passed the advanced math courses or those who took college remedial math course were significantly less likely to complete a bachelor degree within eight academic years even though at five years no differences appeared.

Authors

• Chi-Keung Chan, Hong Kong Shue Yan University

• Geoffrey M. Maruyama, University of Minnesota