The impact of community college science and mathematics coursetaking on graduation, transfer, and non-completion

This study explored science, mathematics, and general academic factors that predicted outcomes for community college students (N = 3052) in a regional institution. A binary logistic regression was performed to deter-mine significant independent variables contributing to successful outcomes (graduation or transfer) vs. non-completion. Transcript data over three years revealed that rate of science and mathematics course completion, science and mathematics course enrollment, and required mathematics and English remediation coursework were significant predictors of graduation and transfer. Results have implications for community college policy makers in strategizing to improve student outcomes by providing supports for specific academic coursework.