Small scholarships accelerated progress for remedial math students at Hillsborough Community College in Tampa, Florida, reports a MDRC study. Incentives worth $600 per semester over three semesters increased the proportion who used math labs and completed a college-level math course or intermediate algebra within two years. It also slightly increased the number of credits students earned in their first semester.
However, Mathematics Access Performance Scholarship (MAPS) did not improve semester-to-semester retention rates.
Developmental math is a major roadblock for community college students. In one study, only 20 percent of students referred to developmental math ever passed a college-level math course, notes MDRC.
Launched in 2010, MAPS provides an incentive for low-income students in developmental (or remedial) math to complete a three-course math sequence early, get help from on-campus Math labs, and strive for passing grades or better. Each semester for three semesters, students were offered a $600 grant, contingent on making at least three to five visits to the on-campus Math Lab and completing their math course with a grade of “C” or better. In addition, students who earned a “B” or better received a math textbook or book voucher for the next math course in the sequence. Students were eligible for the program if they were 18 or older, eligible for Pell grants, and were in need of Beginning Algebra (the highest level of developmental math).
Forty-nine percent of MAPS students completed a college-level math course or intermediate algebra within two years compared to 38 percent of the control group.
“Grants contingent upon performance can give students a small push in the right direction,” said Lashawn Richburg-Hayes, Director of MDRC’s Young Adults and Postsecondary Education Policy Area.