Developmental Education Placement

Participation in Developmental English Courses: Utah

Percentage of Utah Community College students enrolled in developmental English/reading during their first academic year, by race/ethnicity, age, and Pell grant status: 2006

What Is Measured?

Percentage of Utah Community College students enrolled in developmental English/reading courses during their first year

Who Is Counted?

Students entering Utah Community Colleges for the first time in fall 2006

What It Tells Us

Some 6 percent of students ages 17-19 in Utah Community Colleges enrolled in a developmental English/reading course during their first academic year while 5 percent of students ages 20-24 and 4 percent of students ages 25 or older enrolled. Also shown are developmental English/reading enrollment rates by race/ethnicity and by age group.

Why It's Important

For students in need of developmental education, enrolling in a specific course mandated by the placement test is the first step toward advancement to a college-level program. Many students never enroll in developmental courses at the level at which they are assessed, however. Because placements are not always binding, many students enroll in higher- or lower-level courses. Some may skip courses in the remedial sequence or skip developmental education altogether. As a result, the rates at which students enroll in developmental courses provide an incomplete picture of the need for remediation. Placement information, however, is rarely available, leaving enrollment rates as the only measure for gauging students' college readiness.

About the Data

First-time students: include students with no prior postsecondary experience except for college credits earned during high school or in the summer before enrolling in the fall.

Race/ethnicity: Other includes Asian; American Indian or Alaska Native; and Native Hawaiian or Other Pacific Islander. Race categories exclude Hispanic/Latino origin unless specified.

Data Source

Complete College America. (2012, April). Remediation: Higher Education's Bridge to Nowhere. Washington, DC: Author.

Complete College America and the National Governors Association. (2011, March). Common college completion metrics technical guide. Washington, DC: Author.