Developmental education has existed as a thread of American higher education since the founding of Harvard College in 1636, when tutors provided supplemental Latin programming for underprepared students. In recent years, developmental education is most prominent at community colleges: ninety-eight percent of the colleges offer some form of…

Developmental education reform has shown promising evidence toward improving short-term outcomes, yet questions remain about whether these early gains contribute momentum toward mid-term and longer-term postsecondary success. In 2014, Florida implemented one of the nation's most comprehensive developmental education reforms. Many students became…

Immersive scheduling engages students in one or two subjects at a time over short teaching periods. While there is incipient evidence that immersive delivery can heighten academic outcomes in undergraduate education, much less is known about its effectiveness in pathways or access programs. This exploratory mixed-methods study investigated how a…

Historically, colleges have used standardized testing to determine whether a student is ready for college-level work or requires developmental courses first, but this method has been criticized as inaccurate. To obtain more accurate placements, nearly three-quarters of colleges now use multiple measures assessment (MMA) systems. These systems…

Many high school graduates begin college and quickly realize that there is a discrepancy between their high school reading experiences and the expectations of reading for college classes. These students are often placed into developmental reading courses, often based on standardized test scores, to improve their vocabulary, reading comprehension,…

This mixed methods experimental study examined the impacts of the Early College High School model on students' college readiness in mathematics measured by their success in college preparatory mathematics courses in the 9th through 11th grades, and disaggregated for academically prepared and underprepared students. This study looked at the…

This protocol guides the review of research that informs the What Works Clearinghouse (WWC) intervention reports in the Developmental Education topic area. The protocol is used in conjunction with the "WWC Procedures and Standards Handbooks (version 4.0)." Not all students enrolled in college are prepared to do college-level work in all…

The problem investigated in this study was the low completion rates of students in mandated developmental education courses at a local community college in the mid-Atlantic region of the United States. The purpose of this study was to examine factors that may contribute to the persistence of community college students who have completed mandated…

Amidst the growing diverse student population, community colleges are enrolling an increasing number of adult immigrant-background students. However, recent research trends tend to focus on students who enter community colleges from the U.S. K-12 system (Generation 1.5 learners), leaving a significant gap in the research and a lack of cohesion in…

Texas House Bill 2223 (2017) was developed to accelerate underprepared students' persistence and successful completion of credit-bearing college-level courses. This new corequisite mandate allows underprepared students to enroll in entry-level college courses and requires co-enrollment in a developmental education course/intervention designed to…

Remedial education, also known as developmental education, college preparation courses, or skills courses, are usually offered by two-year and four-year colleges and universities in the United States to students deemed underprepared for college-level coursework. In sharp contrast with the prevalent offering of remedial courses in post-secondary…

This paper focuses on the students who are registered in the University of Pretoria's academic development programme, named the Four-year Programme (FYP). The programme was introduced as a gateway for students who are underprepared but have the potential to succeed and then continue their studies into the mainstream science programmes. Our…

Purpose: The purpose of this phenomenological study was to understand the essence of developmental education faculty experiences with the placement of students in their classrooms as a result of the Texas Success Initiative Assessment (TSIA). The interviews from this study were used to give developmental education faculty a voice and insight into…

This article details the efforts that the Texas Success Initiative (TSI) office at a large research university made toward piloting, refining, and scaling corequisite courses for students who require developmental education. House Bill 2223, passed by the Texas Legislature in June of 2017, requires public institutions to increase the percentage of…

This project examined the effects of a state-wide curricular shift in developmental education course offerings on student success in college-level courses at public community colleges in Texas. Specifically, it evaluated the efficacy of accelerated developmental integrated reading and writing (INRW) courses compared to non-accelerated, separate…