Date of Conferral



Doctor of Education (Ed.D.)




Jennifer McLean


Graduating U.S. high school students who score below standards for college-level math on college placement tests are typically required to take remedial math coursework when they enter college. However, very few students who must remediate are successful. Community college educators have tried multiple remediation approaches to improve student outcomes with minimal improvement. Since math faculty are directly involved in addressing this challenge, it is important to gauge their perceptions of math remediation. The purpose of this study was to investigate community college faculty members' perceptions of 2 models for mathematics remediation. The theoretical framework of this study was based on cognitive learning theory with a mixed-method study design. Twenty community college math faculty were administered a 15 question, 5-point Likert scale survey, and 5 were interviewed to gauge their perceptions of their current remediation model and the Survive, Master, Achieve, Review, and Transfer (SMART) developmental math model. Descriptive statistics and paired sample t tests were used to compare perceptions of the two models. Qualitative data were analyzed using open coding and thematic analysis. The quantitative results indicated similar mean perceptions for both models, but the qualitative data revealed stronger faculty preference for elements of the SMART model. Based on study findings, a white paper with suggestions for improving the institution's approach to mathematics remediation was created. By incorporating study recommendations, community college educators may increase remedial program success, in turn increase graduation rates, which may contribute to positive social change.

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