This report examines how the timing of important events in community college student progression differs by students who upon entry to college are deemed college-ready or are referred to developmental education in one, two, or three subject areas. It also examines the timing of additional post-exit education outcomes of students who leave their first college prior to program completion.
Using five years of course-level transcript data on 14,617 first-time-in-college students from three states, this descriptive analysis identifies in which term students at various levels of college preparedness reached program concentration, earned a degree or certificate, or exited college without completing a program. Students who entered community college as college-ready in math, reading, and writing (16% of students in the sample) are compared to students who were referred to developmental education in one (32%), two (21%), or all three (31%) of those subject areas.
