Percentage of Tennessee Community College students enrolled in developmental mathematics courses during their first year
Students entering Tennessee Community Colleges for the first time in fall 2006
Some 25 percent of first-time Pell grant students in Tennessee Community Colleges enrolled in a developmental mathematics course during their first academic year. Also shown are developmental mathematics enrollment rates by race/ethnicity and by age group.
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.
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.
Pell Grant recipient: a student who received a Pell Grant within the first year of entry at a given institution of higher education.
Race/ethnicity: Other includes Asian; American Indian or Alaska Native; and Native Hawaiian or Other Pacific Islander. Racial categories exclude persons of Hispanic/Latino ethnicity, who are presented separately.
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.