Diversify or Divert: The Effects of Expanding Math Pathways on College Completion

• In Event: Assessing STEM Student Success in Higher Education: Insights From Multidisciplinary Research

Abstract

College algebra—the traditional math requirement for most degrees—is among the most failed courses in community colleges. Since algebra-focused math curriculum has become a major roadblock to college completion, broadening math options has become an increasingly popular policy tool to improve college access and success. In this study, we examined the effects of diversifying math pathways on college completion using a difference-in-differences method, leveraging a policy change that replaced algebra requirement with a statistic pathway in six Maryland community colleges. Drawing results from one of the earliest adopters of math pathways reform, this study will provide empirical evidence on the role of postsecondary curriculum designs in improving college success.

Authors

• Jesse Uzochukwu Eze, University of Delaware

• Florence Xiaotao Ran, University of Delaware