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The focus of this study was to investigate the developmental climb of students at one large Midwestern community college based on their Assessment and Learning in Knowledge Spaces (ALEKS) placement scores in remedial mathematics. Specifically, the purpose of this research study was to assess and explore the predictors of student progression and their progression rates in remedial math at this college. Remediation is important because of the nature of the community college with its open access that attracts underprepared students. Further, community colleges are growing in popularity and are often used as a stepping stone for students who may be underprepared to enter four-year institutions. The conceptual framework used for this investigation of remedial students at one community college was the Developmental Climb of Hagedorn, Lester, and Cypres (2010), who focused on the nature of remedial/developmental courses and the difficulty of progression through the sequence to college-level math. This study examined 2,172 students’ transcript data and demographic information from a secondary data source at one Midwestern community college. The data set was followed for four consecutive terms starting in Fall 2015 and ending in Fall 2016. Using quantitative research analysis, including descriptive analysis and logistic regression, the researcher hypothesized which factors contributed to the students’ remedial math progression to college-level math. The results indicated that there is a slight demographic difference in this community college sample compared to community college students nationally. This

Placed: Assessing the developmental progression of remedial math students at a large Midwestern community college using ALEKS