Success in community college transfer-level math: Using multi-level modeling to explore variation between instructors

• In Event: Holistic Success: Institutional Influences on Community College Student Outcomes

Abstract

This study examines persistent racial equity gaps in transfer-level math course success rates at community colleges amid policy reforms which increase direct placement in these courses. Using data from 5,464 students in required math courses for non-STEM majors at a Southern California community college, multilevel logistic regression models variation in the probability of student success across three levels: students, course sections, and instructors. Findings reveal significant variation in student outcomes between instructors. Multiple variables across all three levels had a significant association with student success. The study underscores the critical role of instruction in addressing equity gaps and suggests professional development and institutional adjustments to math course offerings as potential avenues for improving outcomes for marginalized students.

Author

• Daniela R. Amaya, University of California - Los Angeles