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ERIC Number: ED538470
Record Type: Non-Journal
Publication Date: 2010-Apr-21
Pages: 10
Abstractor: ERIC
Reference Count: N/A
Turning Community College Drop-Outs into Graduates. Policy Page. No. 10-439
Center for Public Policy Priorities
Although two-thirds of Texas college-bound high school graduates are prepared for college work, a large number of recent graduates and adults returning to pursue higher education are not college ready. Those underprepared for college face the hurdle of completing remedial courses--known as developmental education--in one or all core subject areas of math, reading, and writing--before enrolling in credit-bearing coursework. Nationally, fewer than 40 percent of students who are referred to developmental education actually enroll in college-level courses. In Texas, approximately half of underprepared students do not return to school after the first year of college and never complete college-level coursework. With emerging demand for higher-skilled workers, developmental education reforms are key to maximizing access to good jobs and moving the Texas economy forward. This policy page discusses the challenges Texas faces in achieving greater postsecondary completion at community and technical colleges and outlines the key components to improve our developmental education system to meet those goals. (Contains 26 endnotes.)
Center for Public Policy Priorities. 900 Lydia Street, Austin, TX 78702. Tel: 512-320-0222; Fax: 512-320-0227; Web site:
Publication Type: Reports - Descriptive
Education Level: High Schools; Higher Education; Two Year Colleges
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Center for Public Policy Priorities (CPPP)
Identifiers - Location: Texas