Evaluating Developmental Programs National Center for Developmental Education

 Legislators were concerned about the raising costs of higher education.  Students were concerned about loan debt.  Business and industry were concerned about a shortfall of trained workers.  Policy makers were concerned about graduation rates.

 Participation in developmental courses slows down academic progress.  Participation in developmental courses costs students/families more money.  Participation in developmental courses costs state government more money.

 Taking more time and costing more money…  It better work!

 There were no differences in gateway course performance between students who just barely placed in developmental courses and students who just barely missed placement in developmental courses.  Students who did not take developmental courses were 2-3 times more likely to graduate than those who did.

 Of every 100 students enrolled in the lowest level developmental math class, only 16 even took the college level math class.

 All the studies indicating the failure of developmental education are based on aggregate data.  Aggregate data obfuscates the accomplishments of individual programs.  Only individual program data shows the true picture of developmental education.

 Pass rates (C or better) in developmental courses.  Completion rates in developmental courses.  Post developmental education enrollment in gateway courses.

 Grades in post-developmental education gateway courses,  Credits obtained in years for developmental students,  Graduation/certificate rates in 3-5 years,  Transfer rates in 3-5 years.