Abstract

Examined in this study were differences in graduation and persistence rates at Texas community colleges as a function of developmental education enrollment Developmental Education Accountability Measures Data were downloaded from the Texas Higher Education Coordinating Board from Texas community colleges for the 2014 and 2015 academic years Revealed by inferential statistical procedures were that students who required developmental education had statistically significantly lower graduation and persistence rates than students who did not require developmental education in both the 2014 and 2015 academic years Implications of the findings are discussed and suggestions for future research are given