Percentage of Virginia Community College students who enrolled in different levels of developmental math within four years
First-time Virginia Community College students enrolled in the summer or fall 2004 terms who enrolled in developmental math
Among first-time Virginia Community College students who enrolled in developmental math courses, 20 percent enrolled in Pre-algebra, 29 percent in Algebra I, 16 percent in Algebra II or higher, and 35 percent enrolled in more than one developmental math course.
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.
Jenkins, D., Jaggars, S., Roksa, J., Zeidenberg, M., & Sung-Woo, C. (2009, November). Strategies for promoting gatekeeper course success among students needing remediation: Research report for the Virginia Community College System (full-length technical report). New York: Community College Research Center, Teachers College, Columbia University.