Does Faculty Employment Status Impact Developmental Mathematics Outcomes?

Renea Fike Assistant Professor of Education Department of Education West Texas A&M University 2501 4th Avenue Canyon,TX 79016 ABSTRACT: This study assessed the impact of faculty employment status on student outcomes in developmental mathematics. The sample consisted of 1318 students enrolled in Intermediate Algebra classes at a community college. Multivariate analyses revealed that faculty employment status (full time or part time) was not associated with students' final grades or completion rates. Faculty education level was correlated with course final grades, with faculty possessing graduate degrees having better student outcomes. Student gender, race, and age were associated with outcomes; semester hours attempted were not. These findings should help equip administrators to make informed decisions regarding faculty assignments that lead to improved student outcomes and help faculty to target interventions for "at-risk" students.