This report shows differences in similarly prepared students taking developmental math.
This report illustrates that for students near the margin of college readiness, direct placement into college-level courses without corequisite support may result in similar outcomes as placement into corequisite courses.
This paper shows how San Diego Mesa College set out to eliminate the developmental English pipeline to allow students to self-place into the gateway course or the gateway course with support, whichever they deem appropriate.
Data suggests that a smaller proportion of younger students are enrolling in developmental education courses, whereas the proportion of older students enrolling in developmental education courses is increasing. This report illustrates the significant increases in developmental course-taking for first-year students over age 24 and a decrease for students 18 or younger.
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