Predictors of Postsecondary Success: An Analysis of First Year College Remediation

• Main Author: Baker, Emmett Andrew
• Other Authors: Camp, Bill
• Format: Others
• Language: English
• Published: University of North Texas 2017
• Subjects: predictors of college readiness; college remedial education; college developmental programs; Prediction of scholastic success > Texas > Case studies.; Remedial teaching > Texas > Case studies.; Developmental studies programs > Texas > Case studies.; College freshmen > Texas > Case studies.
• Online Access: https://digital.library.unt.edu/ark:/67531/metadc1011868/

This study was a quantitative multiple regression investigation into the relationships between campus factors of high school students graduating in 2013 who immediately enrolled in first-year college freshman level remedial coursework at a large, Central Texas two-year postsecondary institution. The goal of this study was to determine which high school campus-level factors predicted enrollment into college remedial education coursework. The dependent variable was a continuous variable representing the percentage of students from Texas public high school campuses enrolled into at least one student credit hour of remedial education during their first semester as a first-year college student. Eight high school campus-level independent variables were included in the regression model at the campus-level: at risk percentage, economically disadvantaged percentage, limited English proficient percentage, advanced course/dual-enrollment percentage, college ready math percentage, college ready English percentage, ACT average, and SAT average. Pearson correlations and linear regression results were examined and interpreted to determine the level of relationship between the eight selected variables and first-year college student remedial coursework. The multiple regression model successfully explained 26.3% (F(8,286) = 12.74. p < 0.05, r2 = 0.263) of the variance between first-year college students enrolled into remedial coursework at a large, Central Texas two-year postsecondary institution and the campus-level variables from high schools from which they graduated and indicated campus-level economic disadvantaged percentage and campus-level SAT average to be statistically significant at the p < 0.05 level.