Breaking or Building Tracks? Community College Mathematics Access and Calculus Success.

• In Event: Reforming the Math Hierarchy: Policy, Practice, and the Politics of Equity in Access and Pathways

Abstract

This study examined the influence of placement policies and prerequisite coursework on calculus success using multilevel logistic regression with 883 students across 91 course sections in Wyoming's community college system (2014-2023). Results showed high school GPA was a stronger predictor of calculus success than ACT Math score, supporting holistic placement policies. Students who completed non-concurrent enrollment prerequisite courses had significantly higher odds of passing, and sections with higher proportions of students with precalculus coursework, especially concurrent enrollment, predicted increased success rates. Colleges offering alternative placement methods or corequisite courses showed decreased pass rates, suggesting a trade-off between access and success. Findings support adopting holistic placement policies, expanding concurrent enrollment opportunities, and prescribing developmental mathematics more conservatively.

Authors

• Mike Bostick, Central Wyoming College

• Miriam M. Sanders, University of Wyoming

• Mark A. Perkins, University of Wyoming

• Scott Chamberlin, University of Wyoming