DEVELOPMENTAL EDUCATION ENROLLMENT AND DIFFERENCES IN GRADUATION AND PERSISTENCE RATES AT TEXAS PUBLIC UNIVERSITIES

In this research investigation, the extent to which differences were present in graduation and persistence rates as a function of developmental education enrollment in Texas public universities was addressed using archival data from the Texas Higher Education Coordinating Board. Participants were first-time, full-time students who attended Texas public universities and who graduated or persisted in Fall 2010, Fall 2011, and Fall 2012. Statistically significant differences were established for all ethnic groups across all 3 years with students not requiring developmental education graduating at higher rates than students requiring developmental education. White students in Fall 2010 were the only group who had a statistically significant difference in persistence rates for developmental status. For all years and ethnic groups, developmental status had no impact on persistence rates.