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Developmental Education - Oklahoma High School Indicators Project

participation in developemental education for Oklahoma High School Graduates in Oklahoma Public Higher Education

Background
Methodology

Of the fall 2012 first-time freshmen (19,098), 39.4 percent (7,532) enrolled in one or more developmental courses.  The unduplicated percent has increased since first being reported for fall 1996 first-time freshmen (37.3), but has decreased 3.1 points from fall 2011 (42.5).  The developmental Math rate also decreased from the previous year (38.0) to 35.3 percent.  Developmental English decreased 2.4 points to 16.5 percent.  Science developmental classes remain relatively steady, decreasing only one-tenth of one percent from the previous year. Developmental reading, the only subject area that has increased from the previous year, rose 2.4 points to 9.5 percent. 

Shifts in the percent of developmental education can in part be explained by a change in methodology used to better identify developmental courses.  Beginning in 2008, changes in reporting requirements to federal and regional entities necessitated updates to the Unitized Data System (UDS), the statewide data collection process.  As a result, new procedures had to be developed to continue to provide quality data to the various education stakeholders. Therefore, comparisons of current findings to prior year reports are limited.

Remediation Rates Fall 2012

Highlights

Preparation

Enrollment

Outcomes

Faculty & Staff

Fiscal

Links

Glossary

Archived Reports

OSUIT student
Photo courtesy of Oklahoma State University Institute of Technology.