Research has established that placement of students into prerequisite developmental education courses decreases their likelihood of completing college level math and English courses in their first year, persisting to a second year, and earning a postsecondary credential. Because completion of college-level math and English courses in the first year are predictive of student persistence and credential completion, prerequisite developmental education negatively impacts completion of a postsecondary credential.
This is a one-time report assessing Minnesota State's process of assessing and placing new entering postsecondary students in either college level math and English courses or developmental education and how it will affect students’ likelihood of earning a postsecondary credential.
Note: This document was produced by Bruce Vandal Consulting (BVC) in partnership with WestEd, National Center for Higher Education Management Systems, and Postsecondary Policy Partners pursuant to Minnesota Laws 2023 Chapter 41 Article 2 and Section 34. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s).
To request the document appendices, please email Lesley Sisaket at lesley.sisaket@state.mn.us.
