Scaffolding Mathematics Remediation for Academically At-Risk Students Following Developmental Education Reform in Florida

• Published in: Community college journal of research and practice Vol. 42; no. 2; pp. 112 - 128
• Main Authors: Brower, Rebecca L., Woods, Chenoa S., Jones, Tamara Bertrand, Park, Toby J., Hu, Shouping, Tandberg, David A., Nix, Amanda N., Rahming, Sophia G., Martindale, Sandra K.
• Format: Journal Article
• Language: English
• Published: Washington Routledge 01.02.2018; Taylor & Francis Ltd; Taylor & Francis Group, LLC
• Subjects: Academic Advising; At Risk Students; Barriers; Community Colleges; Education; Educational Change; Educational Strategies; Focus Groups; Mathematical analysis; Mathematics; Qualitative Research; Remedial Mathematics; Remediation; Scaffolding; Scaffolding (Teaching Technique); Sequences; Students; Support services; Teachers; Two Year College Students; Florida; United States > US
• ISSN: 1066-8926; 1521-0413
• DOI: 10.1080/10668926.2017.1279089

The purpose of this qualitative study is to understand how educational scaffolding may explain changing patterns of student success in mathematics in the era of developmental education (DE or remediation) reform in Florida College System (FCS) institutions. Specifically, we apply the concept of scaffolding to underprepared FCS students who are at risk of dropping out or failing gateway courses (the first credit-bearing college-level class in a course sequence) because they lack the academic skills necessary to succeed in college-level coursework, particularly in mathematics. We present data from focus groups conducted at 10 FCS institutions, suggesting that a reduction of scaffolding in math remediation occurred in the areas of course sequencing, instruction, and coordination with academic support services following state-level policy changes. In light of these findings, we offer a discussion of practical recommendations for college administrators related to academic advising, instructional strategies in DE courses, coordination between developmental and college-level instructors, student success courses, and the integration of DE instruction with academic support. We also suggest directions for continued research on the effects of policy changes in the FCS and DE reform efforts across the country.