n The Impact of Failing Grades Versus Withdrawal on Success in Repetition of Elementary Algebra
By Steven Spurling, Researcher, City College of San Francisco

Not all students pass their classes in the initial attempt. Some classes, like elementary algebra, have a 50% pass rate, with 50% of the failing or withdrawing students repeating the course. Given that a total of 25% of the elementary algebra population repeats the class, success in their following attempts becomes an important issue. At City College of San Francisco initial success is 53%. When all repetitions are considered, the success rate is 65% - a 12% increase.

This paper looks at how students who receive a failing grade ultimately succeed in elementary algebra as compared to students who withdraw from the course. Analysis reveals that students who receive failing grades find greater success in course repetition than students who withdraw. In fact, from Spring 1998-Fall 2005, 28% of students who initially failed elementary algebra ultimately passed the class, as compared to a 21% pass rate for students who withdrew. This report hypothesizes that this is a result of failing students staying longer in class; the learning differential that occurs aids them in ultimately passing the course. Since 16% of all grades system-wide are withdrawals, the effect of withdrawals becomes a matter of concern throughout the community college system. If, upon further investigation, the effect of withdrawals on success in repetition of courses is found, then it might be worthwhile to consider system-wide rule changes to keep students in the educational process even if that means an initial failing grade, since failing grades offer greater long-term positive consequences than withdrawals.