“…Indeed, estimates have indicated that roughly 60% of community college students are referred to developmental math upon entry—a decision that could require a student to take a year or more of developmental courses before being able to enroll in credit-bearing, college-level classes (Bailey, Jeong, & Cho, 2010). Although developmental courses may provide necessary support to some underprepared students, a growing body of evidence suggests that students placed in developmental education, particularly those placed in developmental math, are highly unlikely to obtain an associate degree or transfer (Bailey et al, 2010; Calcagno, Crosta, Bailey, & Jenkins, 2007; Fong, Melguizo, & Prather, 2015; Melguizo, Hagedorn, & Cypers, 2008). In response, many states have begun to adopt policies that accelerate students into credit-bearing courses.…”