Effects of Timely Enrollment in College-Level Mathematics on Degree Completion

In this study, we explored the effect of delayed enrollment in college-level mathematics upon entry into a 4-year university for students who were not placed into remedial mathematics (i.e. college ready). For students who attempted a mathematics course, delayed enrollment in mathematics did not have an effect on GPA, graduating within 6-years or passing and failing their first mathematics course suggesting a delay in mathematics enrollment may benefit some students. However, the majority of students who did not graduate within 6-years never attempted a mathematics course. Almost all of those students were non-STEM majors. An implication of our study is that students in non-STEM should be encouraged to complete a mathematics course early within their degree versus avoiding mathematics.

The Road to the Baccalaureate

International students are increasingly enrolling in U.S community colleges as a starting point to their higher education. However, limited research examines the factors contributing to their successful transfer to a 4-year institution and bachelor degree attainment. Utilizing longitudinal transcript data from a large community college district in Texas, this study uses hierarchical logistical regression to compare college experiences and transfer outcomes based on region of origin. Findings demonstrate that while Sub-Saharan African students have a significantly higher probability of transfer than Asian and Latin American students, the majority of bachelor degree recipients were Asian students graduating in STEM fields. Delayed enrollment into college and academic preparedness in math were negatively associated with transfer for Latin American and Caribbean students.

Effects of Delaying College-Level Mathematics Course Enrollment for Remedial Students

Mathematics has been a barrier for degree attainment. Research has focused on mathematics generally and not the transition from remedial to college-level coursework. This study examined the effects of delaying enrollment in college-level mathematics on student success. Propensity score matching minimized bias between immediate and delayed enrollment in a college-level course. Our findings indicated that delaying enrollment in a college-level course changed the likelihood a university retained first-time remedial mathematics students after Years 1 and 2. No evidence was found to suggest remedial students’ decision to delay enrollment in a college-level course affected undergraduate grade point average or earning a passing grade in college-level mathematics. Results of course performance were biased toward those who attempted a college-level mathematics course; 25.7% of the matched sample who completed their remedial courses never enrolled in a college-level mathematics course, and most of those departed early. Our results support the importance of early completion of mathematics.

Factors Associated with Delayed Enrollment in HIV Medical Care among HIV-Positive Individuals in Odessa Region, Ukraine

In Ukraine, about one-third of identified HIV-positive individuals are not connected to care. We conducted a cross-sectional survey (n = 200) among patients registered at Odessa AIDS centers in October to December 2011. Factors associated with delayed enrollment in HIV care (>3 months since positive HIV test) were evaluated using logistic regression. Among study participants (mean age 35 ± 8.2 years, 47.5% female, 42.5% reported history of injecting drugs), 55% delayed HIV care enrollment. Odds of delayed enrollment were higher for those with lower educational attainment (adjusted odds ratio [aOR]: 2.65, 95% confidence interval [CI]: 1.04-6.76), not feeling ill (aOR: 2.98, 95% CI: 1.50-5.93), or not having time to go to the AIDS center (aOR: 3.89, 95% CI: 1.39-10.89); injection drug use was not associated with delayed enrollment. Programs linking HIV-positive individuals to specialized care should address enrollment barriers and include education on HIV care benefits and case management for direct linkage to care. HIV testing and treatment should be coupled to ensure a continuum of care.

Pitfalls in Pathways: Some Perspectives on Competing Risks Event History Analysis in Education Research

A set of discrete-time methods for competing risks event history analysis is presented. The approach used is accessible to the practitioner and the article describes the strengths, weaknesses, and interpretation of both exploratory and model-based tools. These techniques are applied to the impact of “nontraditional” enrollment features (working, stopout, and delayed enrollment) on competing outcomes of sub-baccalaureate enrollment (degree attainment, transfer, and dropout). In this setting, model selection, estimation, and comparative inference are discussed and more general guidelines for each stage of analysis are provided. Substantively, the study finds that nontraditional enrollment features are associated with dramatic changes in expected outcomes.