The reports include data on the progress of the developmental education reforms with an emphasis on outcomes of students placed in traditional and corequisite models and includes: enrollment in credit-bearing English language or mathematics courses; rates of successful completion of introductory college-level English language or mathematics courses; and college-credit accumulation and the measures are disaggregated by gender, race and ethnicity, and federal Pell Grant status, a proxy for low-income status.
The reports represent the Illinois Board of Higher Education’s (IBHE) response to the Developmental Education Reform Act (DERA), 110 ILCS 175/100.