The Effectiveness Of Developmental Education: A Review Of Success And Persistence In Gateway Math And English Courses

The purpose of this study is to examine the success rates and persistence rates for students in North Carolina who are currently enrolled in gateway math and English courses in community colleges and to provide careful evaluation of Multiple Measures Placement policies and the Developmental Education Redesign. Students enrolled in community colleges throughout North Carolina were included in the analysis. This study employed a causal-comparative, nonexperimental research design, of which two distinct groups were identified for comparison. The comparison groups came from two cohorts of students enrolled in developmental math or English from fall to fall, 2011-2012 (Cohort 1, before the redesign), and fall to fall, 2016-2017 (Cohort 2, after redesign). A sample was taken from the records of students who were first-time college students at five participating North Carolina Community Colleges representing the three regions of the state. Overall, the results indicated that success rates and persistence rates have not improved in math, and only success rates have improved for Multiple Measures students in English courses. Furthermore, out of the students placed in to gateway courses through Multiple Measures, some students were more likely than others to be successful.