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The Association between Developmental Education and 6-Year Degree Completion: A Comparison of STEM and Non-STEM Majors. ACT Research. Technical Brief. R2505

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Title: The Association between Developmental Education and 6-Year Degree Completion: A Comparison of STEM and Non-STEM Majors. ACT Research. Technical Brief. R2505
Language: English
Authors: Edgar I. Sanchez, ACT Education Corp.
Source: ACT, Inc. 2025.
Availability: ACT, Inc. 500 ACT Drive, P.O. Box 168, Iowa City, IA 52243-0168. Tel: 319-337-1270; Web site: http://www.act.org
Peer Reviewed: N
Page Count: 16
Publication Date: 2025
Document Type: Reports - Research
Education Level: Higher Education
Postsecondary Education
Secondary Education
High Schools
Descriptors: STEM Education, Majors (Students), Nonmajors, Remedial Instruction, Time to Degree, College Preparation, Undergraduate Students, Gender Differences, College Graduates, Race, Ethnicity, Family Income, Student Characteristics, Comparative Analysis, Correlation, High School Students, Grade Point Average, College Entrance Examinations
Assessment and Survey Identifiers: ACT Assessment
Abstract: Developmental education courses have been designed to support underprepared students, as they attempt to bridge the gap in academic knowledge among students who enter postsecondary education underprepared for college-level coursework. The effectiveness of these programs, however, particularly in terms of promoting degree attainment, remains an issue of debate. This study seeks to clarify the impact of developmental courses on students' completion of a baccalaureate degree within 6 years, with a specific focus on the differences between STEM and non-STEM majors. Demographic factors such as gender, race/ethnicity, and family income are explored to see how these characteristics may moderate this relationship. The sample for the study include 10,229 students from a southern state who graduated in the class of 2021. Five logistic models are used in the data analysis, incorporating key demographic and academic variables and also progressively introducing interaction terms to explore moderating effects. The findings indicate that students who are enrolled in developmental courses are significantly less likely to complete their degrees within 6 years compared to those who are not, and the odds ratio of 0.71 suggests that developmental coursework is associated with a smaller likelihood of timely degree completion. Considerations and implications for higher education policy and practice are provided.
Abstractor: ERIC
Entry Date: 2025
Accession Number: ED673794
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED673794
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PubType: Report
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  Data: The Association between Developmental Education and 6-Year Degree Completion: A Comparison of STEM and Non-STEM Majors. ACT Research. Technical Brief. R2505
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  Data: <searchLink fieldCode="AR" term="%22Edgar+I%2E+Sanchez%22">Edgar I. Sanchez</searchLink><br /><searchLink fieldCode="AR" term="%22ACT+Education+Corp%2E%22">ACT Education Corp.</searchLink>
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  Data: ACT, Inc. 500 ACT Drive, P.O. Box 168, Iowa City, IA 52243-0168. Tel: 319-337-1270; Web site: http://www.act.org
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  Data: 16
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  Data: 2025
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  Data: Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22STEM+Education%22">STEM Education</searchLink><br /><searchLink fieldCode="DE" term="%22Majors+%28Students%29%22">Majors (Students)</searchLink><br /><searchLink fieldCode="DE" term="%22Nonmajors%22">Nonmajors</searchLink><br /><searchLink fieldCode="DE" term="%22Remedial+Instruction%22">Remedial Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Time+to+Degree%22">Time to Degree</searchLink><br /><searchLink fieldCode="DE" term="%22College+Preparation%22">College Preparation</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Differences%22">Gender Differences</searchLink><br /><searchLink fieldCode="DE" term="%22College+Graduates%22">College Graduates</searchLink><br /><searchLink fieldCode="DE" term="%22Race%22">Race</searchLink><br /><searchLink fieldCode="DE" term="%22Ethnicity%22">Ethnicity</searchLink><br /><searchLink fieldCode="DE" term="%22Family+Income%22">Family Income</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Characteristics%22">Student Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Comparative+Analysis%22">Comparative Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Correlation%22">Correlation</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Students%22">High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+Point+Average%22">Grade Point Average</searchLink><br /><searchLink fieldCode="DE" term="%22College+Entrance+Examinations%22">College Entrance Examinations</searchLink>
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  Data: Developmental education courses have been designed to support underprepared students, as they attempt to bridge the gap in academic knowledge among students who enter postsecondary education underprepared for college-level coursework. The effectiveness of these programs, however, particularly in terms of promoting degree attainment, remains an issue of debate. This study seeks to clarify the impact of developmental courses on students' completion of a baccalaureate degree within 6 years, with a specific focus on the differences between STEM and non-STEM majors. Demographic factors such as gender, race/ethnicity, and family income are explored to see how these characteristics may moderate this relationship. The sample for the study include 10,229 students from a southern state who graduated in the class of 2021. Five logistic models are used in the data analysis, incorporating key demographic and academic variables and also progressively introducing interaction terms to explore moderating effects. The findings indicate that students who are enrolled in developmental courses are significantly less likely to complete their degrees within 6 years compared to those who are not, and the odds ratio of 0.71 suggests that developmental coursework is associated with a smaller likelihood of timely degree completion. Considerations and implications for higher education policy and practice are provided.
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  Data: 2025
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  Data: ED673794
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
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      Pagination:
        PageCount: 16
    Subjects:
      – SubjectFull: STEM Education
        Type: general
      – SubjectFull: Majors (Students)
        Type: general
      – SubjectFull: Nonmajors
        Type: general
      – SubjectFull: Remedial Instruction
        Type: general
      – SubjectFull: Time to Degree
        Type: general
      – SubjectFull: College Preparation
        Type: general
      – SubjectFull: Undergraduate Students
        Type: general
      – SubjectFull: Gender Differences
        Type: general
      – SubjectFull: College Graduates
        Type: general
      – SubjectFull: Race
        Type: general
      – SubjectFull: Ethnicity
        Type: general
      – SubjectFull: Family Income
        Type: general
      – SubjectFull: Student Characteristics
        Type: general
      – SubjectFull: Comparative Analysis
        Type: general
      – SubjectFull: Correlation
        Type: general
      – SubjectFull: High School Students
        Type: general
      – SubjectFull: Grade Point Average
        Type: general
      – SubjectFull: College Entrance Examinations
        Type: general
      – SubjectFull: ACT Assessment
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    Titles:
      – TitleFull: The Association between Developmental Education and 6-Year Degree Completion: A Comparison of STEM and Non-STEM Majors. ACT Research. Technical Brief. R2505
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              Y: 2025
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