Can a Developmental Education Reform Promote Momentum to Mid-Term and Longer-Term Student Success? Evidence from Florida

Abstract

Developmental education reform has shown promising evidence toward improving short-term outcomes, yet questions remain about whether these early gains contribute momentum toward mid-term and longer-term postsecondary success. In 2014, Florida implemented one of the nation’s most comprehensive developmental education reforms. Many students became exempt from college placement testing and could enroll directly in college-level courses. Nonexempt students were still required to take developmental education courses if they scored below college-ready, but the colleges were required to offer these courses using accelerated instructional strategies such as corequisite courses. Colleges also had to develop enhanced advising and academic support services. Statewide student-level data is used in an interrupted time series design to examine trends in persistence, credit accumulation, transfer, and credential completion before and after Florida’s developmental education reform. While there are little to no differences in outcomes for the overall sample before and after the reform, there are positive associations between the reform and mid- or longer-term outcomes among students who are nonexempt from college placement testing and must participate in accelerated developmental classes if they score below college ready.