Persistence of Developmental Sequences

ECS has updated its 50-State Comparison on Developmental Education policies to provide a national overview of how states structure, implement and report on developmental education. Drawing from state statutes and higher education system policies across all 50 states and the District of Columbia, it outlines key policy areas, including assessment and placement, instructional methods, corequisite support and reporting requirements. This 50–State Comparison serves as a tool to support state and system leaders in making informed decisions on practices and pathways that enable all college students to succeed in English and mathematics in their first year of college.

There is a persistent problem among colleges and universities for students placed in developmental courses like math and English. They are not completing the courses and, in most cases, should not be taking them in the first place. While developmental education outcomes are deeply troubling for state and institutional leaders and practitioners, for low-income students, students of color and returning adults who see college as a path to something greater, our collective failure to adequately support their success is a heavy burden to bear.

This discussion focused on understanding the roles of various stakeholders in implementing and sustaining these critical reforms to help achieve better outcomes for students, especially for racially minoritized students, students with low income, and returning adults.