Differences in Developmental Education Enrollment and Mathematics Performance at Texas 4-Year Universities: A Multiyear, Statewide Study

In this study, the numbers and percentages of students enrolled in developmental education in mathematics at Texas 4-year universities were calculated for the 2002-2003 through the 2009-2010 academic years. Determined in this investigation were the increases and decreases in the numbers and percentages of students enrolled in developmental education in mathematics and whether differences were present in these statistics over an 8-year time period. A particular emphasis in this investigation was on the completion of a college-level course in mathematics by students who were enrolled in developmental education in mathematics. Revealed in this multiyear investigation were statistically significant differences in the numbers of students enrolled in developmental education in mathematics and in the percentages of those students who then completed a college-level course in mathematics. However, the percentages of students enrolled in developmental education in mathematics were not statistically significant over time. Although the numbers of students enrolled in developmental education in mathematics decreased over time, about 60% did not complete a college-level course in mathematics. Readers are provided with implications for practice and recommendations for future research.

Keywords: Developmental education, mathematics, Texas, 4-year universities, college-level course.