Success in college mathematics: Comparisons between remedial and nonremedial first-year college students

Recent international comparisons show that the mathematics achievement of A merican students is below the international average. In response to this si tuation, the present study compared first-year college students enrolled in remedial-type mathematics courses with their counterparts enrolled in nonr emedial coursework. Findings include that students enrolled in nonremedial mathematics courses enter the institution with many advantages over student s enrolled in remedial mathematics. Tests of a path analytic model confirme d that background variables play a major role in determining success in col lege mathematics.