State policymakers in the United States have in recent years experimented with new initiatives to change the procedures used by public institutions to assess and assign academically underprepared students to non-credit developmental education (or remedial) courses. This study explores whether the most recent developmental education reform in…

This chapter discusses the importance of scrutinizing the outcomes of developmental education reforms across race/ethnicity, socioeconomic status, gender, and level of developmental need.

Community colleges are more likely to serve student populations commonly categorized as at-risk, including students attending part-time, students from lower-income groups, or underprepared students. Each year, over 2,000,000 community college students are considered underprepared and enroll in remedial or developmental education courses.…

Postsecondary education enrollment and completion disparities exist for Minnesota's Black, Indigenous, and Persons of Color (BIPOC) and lower-income students. One outcome measure demonstrating the impact of systemic disparities in K-12 education is a student's level of readiness for college-level courses following high school graduation. Given…

This report provides an annual look at the summer 2021, fall 2021 and spring 2022 term's enrollment in categories such as student enrollment status, location and demographics of the community college student population. The content and format of this report have been developed through a collaborative effort between the Wyoming Community College…

Recent years have brought an increasing amount of attention to the educational experiences and outcomes for men of color. As a group, these students experience some of the lowest rates of success in community college. These inequities in education start early, fueled by racial/gender dynamics, stereotyping, and growing up in under-resourced…

This study examines the impact of a "natural experiment" that gave students the choice to place into or out of developmental math because of an unintended mistake made by a community college. During self-placement, more students chose to enroll in gateway college- and transfer-level math courses, however, greater proportions of female,…

In the context of ongoing discussions about student costs of non-credit developmental writing, this study reports on the affordances of Basic Writing as a traditional, stand-alone course at a career-focused, four-year university. Participants were students who took Basic Writing and Composition 1 between Fall 2011 and Spring 2013 (N = 2,693) in…

This quantitative research study considered three academic factors, seven student-level variables, and four success measures across ten years of academic data related to undergraduate remedial mathematics beginning with the 2009-2010 academic year and ending with the 2018-2019 academic year. Secondary data was used to determine if there was a…

This report provides an annual look at the summer 2019, fall 2019 and spring 2020 term's enrollment in categories such as student enrollment status, location and demographics of the community college student population. The content and format of this report have been developed through a collaborative effort between the Wyoming Community College…

This report provides an update on student retention, graduation, and transfer for first-time, full-time students entering Maryland community colleges. This includes information regarding student outcomes two, three, and four years after initial enrollment at the community college, beginning with students in the 1996 entering cohort. Data are…

The Iowa Department of Education (Department) collects information on developmental education (dev. ed.) from Iowa's 15 community colleges on an annual basis. Dev. ed. courses are offered in mathematics, reading, writing, English as a Second Language (ESL), and in other subject areas, such as financial literacy and skill building. These credits do…

This study examines the relationship between specific high school factors and students' enrollment in a developmental course. Since there is a dearth of research linking high school factors and developmental course enrollment, the theoretical constructs (human, cultural, and social factors) for this study were taken from another study of factors…

Faced with shrinking state funds, rising student demand, high failure rates, and racial and ethnic achievement gaps, the introductory microeconomics course became a bottleneck for business students at California State University, Northridge. The Economics Department responded with the creation of a flipped, introductory microeconomics course where…

This study examined participation in accelerated college credit programs dual enrollment, concurrent enrollment, and Advanced Placement courses in Rhode Island high schools to understand their effects on educational attainment in the 2013/14 grade 9 cohort. The state, which has funded and promoted these opportunities for students to earn college…