Although nearly half of community college students require some type of remediation, less than one-third of the students who start in developmental education graduate within eight years (Park, Tandberg, Hu, & Hankerson, 2016). As such, there is great uncertainty regarding the effectiveness of developmental education (Ari et al., 2016; Bailey…

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…

Emerging practices in both K-12 and higher education hold great promise in the establishment of equity frameworks. The use of finely disaggregated data, the effort to track additional student groups, and related work, all help to establish policies and tools to monitor the impact of reform efforts to address inequities. State programs and…

In 2012, the State of Connecticut enacted Public Act 12-40, legislation that dramatically changed the way remedial education was theorized, designed, and delivered at community colleges and regional state universities in Connecticut. One of the most controversial features of this legislative movement was that it appeared to establish a…

The transition from high school to college can be more difficult for some students than others. States continue to report high numbers of students requiring remediation; Minnesota is not exempt from this trend. Examining Minnesota public high school graduates from the classes of 2007-2013 who enrolled in postsecondary education and those enrolled…

The transition from high school to college can be more difficult for some students than others. States continue to report high numbers of students requiring remediation; Minnesota is not exempt from this trend. Examining Minnesota public high school graduates from the Classes of 2007-2013 who enrolled in postsecondary education and those enrolled…

The transition from high school to college can be more difficult for some students than others. States continue to report high numbers of students requiring remediation; Minnesota is not exempt from this trend. Examining Minnesota public high school graduates from the Classes of 2006-2012 who enrolled in postsecondary education and those enrolled…

The "Statutory Data Report" is prepared pursuant to T.C.A. (Tennessee Code Annotated) Section 49-7-210. As specified, this report provides information as required for public four-year institutions, public two-year institutions and public technology centers. (Contains 18 tables.)