Year Colleges

This paper describes a Developmental Education Outcomes Study being conducted for 21 Minnesota state community colleges. The goals of the stLdy were to examine the academic performance of students placad into developmental reading, writing, and mathematics courses and to identify areas where improvement was needed. Subjects were all 20,f43 post-high school students who were assessed and enrolled in any of Minnesota's 21 community colleges during Fiscal Year 1992-93. Students were categorized as either college-prepared students, successful developmental course completers, or developmental course non-takers. The outcomes of developmental courses were examined by analyzing differences in three career academic performance measures--the ratio of credits earned to credits attempted, cumulative grade point average, and persistence rate. Students who successfully comr,leted the developmental reading