Examining the Causal Effects of the Foundation of College Math Program in a Northeastern State

• In Event: Topics in Contemporary Program Implementation, Evaluation, and Measurement

Abstract

Remedial courses are usually offered by 2-year and 4-year colleges and universities in the United States. However, a northeastern state X has taken the action to intervene at an earlier stage by providing the Foundations of College Math (FCM) in high school to prepare graduates to be college ready. In this paper, I use single-level, multi-level logistic models, and propensity score matching design to examine the impact of the FCM course. Results indicate that the FCM significantly improves students’ likelihood of enrolling in an in-state college, decreases students’ probability of taking math remediation, and increases their probability of getting a C or higher grade in a non-remedial math course during their first year in college.

Authors

• Rui Wang, University of Delaware

• Henry May, University of Delaware

• Ye Shen, University of Delaware