Journal of K-12 Educational Research 21 the current study indicated a small relationship between the developmental model used and the developmental mathematics students passing their college mathematics course for several of the campuses after HB 2223. All researched campuses with data to examine before SB 162 had less than 5% of their developmental mathematics students pass a college mathematics course in their first year of college. After the implementation of HB 2223, the percentage passing rates all exceeded 10% for the District and several exceeded 20%. The goal for college-readiness programs is to have successful students who earn a college degree. Passing their entry-level mathematics course is a step toward the ultimate goal. When examining post-secondary developmental students earning a post-secondary degree for RQ3, the data included students considered to have finished a college degree as well as the students persistent in completing a college degree for a set academic cohort time frame. The college graduation rates for 2 of the 7 campuses increased in all four cohort years studied, but the analysis indicated there was no relationship between the reformation of remedial education and the completion of an associate degree for students participating in the developmental education programs for the community college campuses. The graduation rates for the developmental students on the researched campuses studied did not reach the graduation rate of college-ready students. The final research question, RQ3, used the state of Texas average college graduation rates for each year to answer the question regarding degree completion for each cohort from 2009-2010 through 2018-2019. The state standard for college graduation is 60% for all college students at community colleges and universities (THECB, 2019a). The state averages for college graduation are calculated separately for 2-year and 4-year institutions for each academic cohort. The state college graduation averages are used as the expected value in the chi-square goodness of fit analysis. The 4-year institution study did find a relationship between the co-requisite model mathematics course and a student graduating with a degree within 6 academic years. The chi-square goodness of fit test does not determine if this relationship is positive or negative nor can the test indicate causality. 2-Year Campuses 2012-2015 Observed Table 1. College Completion and Persistence for Developmental Math Students 2013-2016 Observed 2014-2017 Observed 2015-2018 Observed Campus 1 Campus 2 Campus 3 Campus 4 Campus 5 40.0% 26.0% 38.0% 47.0% 40.0% 41.0% 31.0% 37.0% 39.0% 39.0% 42.0% 40.0% 53.0% 44.0% 46.0% 45.0% 46.0% 46.0% 47.0% 50.0% State Expected Results χ2 Asymp. Significance Relationship 36.0% 7.1389 0.1287 No 38.4% 1.6719 0.7958 No 40.8% 4.6127 0.3294 No 45.3% 0.5751 0.9658 No (THECB, 2019b)
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