Developmental Education Progress Measures :All ItemsUse SHIFT+ENTER to open the menu (new window).Open MenuOpen Menu

  
Definition Measure
Demographic Status Variables
Population
Distribution of Developmental Need

​Measure: Percent of enrolled students, based on institutional placement practices, who fall within each level of need (low, intermediate, and high) for developmental education in math, English, and reading; displayed in conjunction with Developmental Education Progress Measures to provide contextual information about the developmental education student population.

What to report:

  • Low level of need = number of students who, based on testing or institutional practice, are referred to a course or course modules 1 course level (or equivalent) below college level;
  • Intermediate level of need = number of students who, based on testing or institutional practice, are referred to a course or course modules 2 course levels (or equivalent) below college level;
  • High level of need = number of students who, based on testing or institutional practice, are referred to a course or course modules 3 or more course levels (or equivalent) below college level.
Age
Gender
Race / Ethnicity
Pell Status
​Initial fall 2006 cohort
% Students Requiring Developmental Education
Measure: Percent of enrolled students who require any developmental education (math, English, reading, or any combination) based upon the institution’s placement testing.
 
What to report:
  • Numerator: number of students in the initial cohort who were referred to any of the following developmental education courses:  math, English or reading;
  • Denominator: initial fall 2006 cohort.
  • Age
  • Gender
  • Race / Ethnicity
  • Pell Status
  • ​Initial fall 2006 cohort
% Students Attempted First Developmental Education Course in Math

Measure: Percent of students who were referred to developmental education in math who attempted his or her first developmental course or course module in math.

What to report:

  • Numerator: number of students in the initial cohort who were, based on testing or institutional practice, referred to  developmental education in math and enrolled in a developmental math course;
  • Denominator: number of students in the initial cohort who were, based on testing or institutional practice, referred to developmental education in math.
  • ​Age
  • Gender
  • Race / Ethnicity
  • Pell Status
  • ​Of the initial fall 2006 cohort, those students referred to  developmental math
% Students Attempted First Developmental Education Course in English

Measure: Percent of students who were referred to developmental education in English who attempted his or her first developmental course in English.

What to report:

  • Numerator: number of students in the initial cohort who were, based on testing or institutional practice, referred to developmental education in English and enrolled in a developmental English course;
  • Denominator: number of students in the initial cohort who were, based on testing or institutional practice, referred to developmental education in English.
  • ​Age
  • Gender
  • Race / Ethnicity
  • Pell Status
  • Of the initial fall 2006 cohort, those students referred to developmental English
% Students Attempted First Developmental Education Course in reading

Measure: Percent of students who were referred to developmental education in reading who attempted his or her first developmental course in reading.

What to report:

  • Numerator: number of students in the initial cohort who were, based on testing or institutional practice, referred to developmental education in reading and enrolled in a developmental reading course;
  • Denominator: number of students in the initial cohort who were, based on testing or institutional practice, referred to developmental education in reading.
  • Age
  • Gender
  • Race / Ethnicity
  • Pell Status
  • ​Of the initial fall 2006 cohort, those students referred to developmental reading
% Students Attempted First Developmental Education Course in English/reading
​(Institutions with combined the English/reading courses are asked to report a single measure for students who were referred to developmental education in English/reading.)
 
Measure: Percent of students who were referred to developmental education in English/reading who attempted his or her first developmental course in English/reading.
What to report:
  • Numerator: number of students in the initial cohort who were, based on testing or institutional practice, referred to developmental education in English/reading and enrolled in a developmental English/reading course;
  • Denominator: number of students in the initial cohort who were, based on testing or institutional practice, referred to developmental education in English/reading.

Note: For the developmental education measures listed below, “success” is defined as a grade that allows for progression into the next course.

  • ​Age
  • Gender
  • Race / Ethnicity
  • Pell Status
  • ​Of the initial fall 2006 cohort, those students referred to developmental English/reading
% Students Successfully Completed Highest Level Developmental Education Course in Math

Measure: Percent of students who were referred to developmental education in math and successfully completed the highest developmental course in math

What to report:

  • Numerator: number of students in the initial cohort who were, based on testing or institutional practice, referred to developmental education in math and successfully completed the highest level math developmental education course;
  • Denominator: number of students in the initial cohort who were, based on testing or institutional practice, referred to developmental education in math.
  • ​Age
  • Gender
  • Race / Ethnicity
  • Pell Status
  • Of the initial fall 2006 cohort, those students referred to developmental math
% Students Successfully Completed Highest Level Developmental Education Course in English

Measure: Percent of students who were referred to developmental education in English/reading and successfully completed the highest developmental course in English.

What to report:

  • Numerator: number of students in the initial cohort who were, based on testing or institutional practice, referred to developmental education in English and successfully completed the highest level developmental English course; \
  • Denominator: number of students in the initial cohort who were, based on testing or institutional practice, referred to developmental education in English.
  • ​Age
  • Gender
  • Race / Ethnicity
  • Pell Status
  • ​Of the initial fall 2006 cohort, those students referred to developmental English
% Students Successfully Completed Highest Level Developmental Education Course in reading

Measure: Percent of students who were referred to developmental education in reading and successfully completed the highest developmental course in reading

What to report:

  • Numerator: number of students in the initial cohort who were, based on testing or institutional practice, referred to developmental education in reading and successfully completed the highest level developmental reading course;
  • Denominator: number of students in the initial cohort who were, based on testing or institutional practice, referred to developmental education in reading.
  • ​Age
  • Gender
  • Race / Ethnicity
  • Pell Status
  • ​Of the initial fall 2006 cohort, those students referred to developmental reading
% Students Successfully Completed Highest Level Developmental Education Course in English/reading

Measure: Percent of students who were, based on testing or institutional practice, referred to developmental education in English/reading and successfully completed the highest developmental course in English/reading.

What to report:

  • Numerator: number of students in the initial cohort who were, based on testing or institutional practice, referred to developmental education in English/reading and successfully completed the highest level developmental English/reading course;
  • Denominator: number of students in the initial cohort who were referred to developmental education in English/reading.
  • ​Age
  • Gender
  • Race / Ethnicity
  • Pell Status
  • ​Of the initial fall 2006 cohort, those students referred to developmental English/reading
% Students Successfully Completed the First College-level Course in Math

Measure: Percent of students who were referred to developmental education in math and who successfully completed any college-level course in math.

What to report:

  • Numerator: number of students in the initial cohort who were, based on testing or institutional practice, referred to developmental education in math and successfully completed the first college-level math course;
  • Denominator: number of students in the initial cohort who were, based on testing or institutional practice, referred to developmental education in math.
  • ​Age
  • Gender
  • Race / Ethnicity
  • Pell Status
  • ​Of the initial fall 2006 cohort, those students referred to developmental math
% Students Successfully Completed the First College-level Course in English/reading
​Measure: Percent of students who were referred to developmental education in English/reading and who successfully completed the any college-level course in English/reading.
 
What to Report:
  • Numerator: number of students in the initial cohort who were, based on testing or institutional practice, referred to developmental education in English/reading and successfully completed any college-level English/reading course;
  • Denominator: number of students in the initial cohort who were, based on testing or institutional practice, referred to developmental education in English/reading.
  • ​Age
  • Gender
  • Race / Ethnicity
  • Pell Status
  • ​Of the initial fall 2006 cohort, those students referred to developmental English/reading
% Students Who Become College-Ready (Referred to Any Developmental Education and Completed All the Developmental Education) (English, reading and math)

Measure: Percent of students who were referred to at least one developmental education course and who completed all developmental education in math and/or English and/or reading to become college-ready by the end of the tracking period (unduplicated developmental education cohort).

What to report:

  • Numerator: number of students in the initial cohort who were, based on testing or institutional practice assessed as needing developmental education in math or English, or reading or any combination and successfully completed developmental education in all the areas;
  • Denominator: number of students in the initial cohort who were, based on testing or institutional practice, referred to developmental education in math or English or reading or any combination (unduplicated).
  • ​Age
  • Gender
  • Race / Ethnicity
  • Pell Status
  • ​Of the initial fall 2006 cohort, those students referred to developmental education