Developmental Education
Welcome to the official page for North Carolina Community College Developmental Education! Whether you choose one of our 58 community colleges in the mountains, at the coast, or in the heart of North Carolina, we are here to support your journey! Our developmental education models and courses are designed to provide you with the tools and support you need to succeed in college and beyond. Whether you are brushing up on foundational skills or building confidence in your math or English knowledge, we are here to help you reach your academic goals!
What is Developmental Education?
Developmental education bridges the gap between your current academic skills and those needed for college-level coursework. It is a personalized pathway to success, offering detailed instruction and support to ensure you are well-prepared for your academic journey.
Why Do Students Take Developmental Education?
- Students may need to improve their skills in math, English, reading, growth mindset, or study skills in order to be prepared for college-level coursework. Developmental education empowers students to close the gap between their existing skills and the demands of upper-level college coursework. Developmental education also offers students the support and instruction necessary to achieve their academic goals.
- Students may have been placed into developmental education based on their high school GPA (or placement test scores). The new framework provides clear guidelines on placement and identifying students who would benefit from or require developmental courses. GPA is THE primary factor for placement for developmental education courses as is stated in the new framework. However, local colleges retain the flexibility to administer placement tests of their choosing for specific populations.
- Students may want to improve their confidence level and ensure their success in college. Students may choose developmental education to enhance their college success by building a strong academic foundation, fostering self-assurance, and paving the way for their successful program completion.
Data-Driven Statistics and Approaches
This website features facts and statistics concerning national research on developmental education in the United States. It covers various aspects of developmental education, including the journey of students in these programs, the role of placement tests in determining their need for pre-curriculum courses, the effectiveness of these tests in predicting college readiness, and other relevant issues. The information also explores research on the effectiveness of different approaches to developmental education, including corequisite remediation.
Developmental Education Alignment Highlights
The North Carolina Community College System is pleased to announce the upcoming implementation of the updated Developmental Education framework, designed to foster equitable access, flexibility, and success for all learners. With 12 colleges leading the way as early adopters, this alignment initiative will be fully realized across the state in Fall 2025.
We are committed to providing comprehensive support and resources to ensure a seamless transition for all stakeholders. Through collaborative efforts and open communication, we aim to empower both educators and students to thrive in this next chapter of developmental education in our state.
Stay tuned for further updates and opportunities to engage in this exciting journey towards an approach to student success that allows for greater flexibility and fosters an increased balance between instructor-led and software-based instruction!
Developmental Education Framework/Models
Developmental Education Framework Document - Updated 10/3/24Developmental Education – ‘No Stacking’ Guideline for Course Implementation
Stacking of developmental courses is not allowed [within each discipline] in the approved developmental education framework. Only one developmental course, zero-level course in CU or 70XX or 80XX in CCR, should be taken to gain access to the gateway course.
* Students can self-select to take more than one developmental course, however students should consult with their financial aid office prior to registering.
** Colleges can choose to run CCR ‘mirror courses’ MAT 7025/7035/7045 for Math and ENG 8025/8045 for English. Courses offered in CCR are offered at no cost.
Program Timeline
Summer/Fall 2024 – Summer 2025
Information has been and will continue to be presented on the new Developmental Education models and courses through CAO monthly meetings/updates, meetings with colleges, sessions at the NCCCS Conference, Webinars, regional informational/training sessions, and convocations as applicable around the state.
Summer 2024 – Summer 2025
Early Adopter colleges now have access to the course resources for the new courses, as of late summer 2024; ongoing resource development continuing through summer 2025; professional development resources will also be developed/released during this time.
Summer 2025
The last term previous developmental and supplemental courses will be available for use will be summer 2025 in preparation for full implementation.
Fall 2025
Full implementation of the new Developmental Education courses under the placement framework selected by the college!
Fall 2024 – Ongoing
The NCCC System Office will continuously collect and report data throughout the Developmental Education alignment implementation to provide administrators and faculty with the most relevant information. This data-driven approach will support effective decision-making, continuous improvement, and ultimately, the best possible education and support for our North Carolina community college students!
Placement Guidance
What are the updated Developmental Education English and Math placement guidelines? Are they based on a high school GPA, GED scores, adult high school GPA, Hi-Set scores, SAT/ACT scores?
GPA is THE primary factor for placement in developmental education courses, as stated in the new framework. However, local colleges retain the flexibility to administer placement tests of their choosing for specific groups, such as students without a GPA, those challenging their placement, or other targeted populations. It is important to emphasize that placement tests should only be used for small groups and with the goal of placing students up and out of developmental education, directly into college-level courses.
Colleges locally determine which (if any) placement test(s) may be offered for students without a GPA, those challenging their placement, or other specific populations. The cut scores for standardized tests are provided by the vendors (e.g., Accuplacer, EdReady, etc.). The NCCC System Office will share standard cut scores for standardized assessments to support continuity statewide. Again, GPA remains the main factor for placement in the new developmental education courses, as outlined in the new framework.
Communication and Support
The North Carolina Community College System is gearing up for the full implementation of a new Developmental Education model in Fall 2025. The transition is well underway, with several initiatives in motion to support faculty, staff, and students. The North Carolina Community College System is committed to providing comprehensive support and resources throughout this transition. The focus remains on empowering student success and ensuring a smooth implementation of the new Developmental Education framework/models.
Two new listservs have been created for faculty and administrators involved in developmental education. Detailed information will be disseminated through these channels. Please contact your IT/System Administrator if you need to be added to one of the listservs.
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- The deved@nccommunitycolleges.edu listserv is designed for faculty (and any pertinent staff as well) who teach the developmental education courses at the colleges (in CU and/or CCR).
- The devedadmin@nccommunitycolleges.edu listserv is intended for Developmental Education administration (coordinators, department heads, deans, etc.) or any administration involved with or connected to pre-curriculum math and English education at the colleges.
Key Updates and Initiatives
Timeline
The new model will be fully implemented in Fall 2025, with early adopter colleges gaining access to course resources in late Summer 2024.
The previous developmental and supplemental courses will be available until Summer 2025.
Full implementation of the new Developmental Education courses under the placement framework selected by the college in Fall 2025!
OpenNCCC Resources
The OpenNCCC OER website now features dedicated groups for Developmental Education Math, English and Advising, providing a platform for resource sharing and communication! Join the group(s) that apply to you!
There is framework information, Q & A, FAQ documents, crosswalk information, course content (contextual examples), course descriptions and more uploaded!
And there will be placement guidance and more resources continuing to be uploaded over the course of this next year!
VLC Resources
The VLC has been a vital part of the NC Community College System since the 1998-1999 academic year.
The creation and development process for the new developmental education courses through the VLC will begin in the coming weeks!
These will be great “plug and play” course opportunities for community colleges who are interested once they are completed!
Placement Guidance Landing Page
The Placement Testing page on the NCCC website has now been released as well!
As vendors continue to share crosswalk information with the System Office, information will be added/updated!
NC Career and College Ready Graduates Program (CCRG)
The CCRG (Career and College Ready Graduates) landing page on the NCCC website has been relocated properly under ‘Programs.’
CCP/Dev. Ed./Advising Regional Training Sessions
The CCP/Dev. Ed./Advising Training sessions for the Eastern and Central Regions were this past month! Thank you to Cape Fear CC and Sandhills CC for hosting us so graciously! The western session is being rescheduled for a later date. If you cannot make these...not to worry! There will be more scheduled for the spring as well!
Developmental Education Framework Questions and Answers
This very helpful document lists many Questions & Answers to help wade through all the information for the new Developmental Education Framework/Models for our NC Community Colleges! This document will be updated as questions and answers are added to the document!
Current Developmental Education Model Selections
This visual representation displays the Developmental Education Models chosen by our great 58 NC Community Colleges across the state.
The data in this visual was last updated as of December 6, 2024. This graphic will be updated weekly as things change!
Developmental Education Model Choices by 'Like Groups'
This wonderful graphic illustrates the various Developmental Education Models our NC Community Colleges have chosen, with 'like' models grouped together for easy comparison.
The data in this visual was last updated as of December 6, 2024. This graphic will be updated weekly as things change!
Contact Information
For more information about the NC Community College Developmental Education Program, please contact Ashley Parrott at parrotta@nccommunitycolleges.edu.
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Resource Documents |
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Developmental Education Alignment - Technical Guidance for Courses & POS |
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Resource Guide - Wraparound Services for Developmental Education |
Illustrative Example Using the English Models: Placement Based on GPA Thresholds
Framework Model Graphic Example w/Arrows and Explanations DocumentDevelopmental Education – Frequently Asked Questions
Question:
Can English and Math can use two different models? For example, could a college choose to use pre-req for ENG and hybrid for math?
Answer:
Yes! English and Math can use two different models! This example of a college choosing to use pre-req for ENG and hybrid for math is a great example! However, models do have to be the same within the same discipline.
Question:
Do English and Math GPA thresholds have to match in the model a college chooses? Or can a college choose to use two GPA thresholds (one for math and a different threshold for ENG)?
Answer:
Yes! The GPA threshold(s) do have to match (would be the same) for both English and math! For instance, a college could choose pre-req for ENG and a Hybrid model for MAT, as stated in the example above. But the GPA threshold would be the same for both (with the exception of the hybrid model having an additional GPA threshold) of course! So, in this example, one of the GPA thresholds would match, and the hybrid would have an additional threshold.
Question:
Why is MAT 025 not a prerequisite for MAT 035?
Answer:
MAT 025 and MAT 035 focus on distinct mathematical skills and concepts as requisites that match up with specific gateway courses. MAT 025 flows into MAT 110/143/152 and MAT 035 flows into MAT 121/171. The SLOs in each course support the skills and concepts necessary in each of those courses appropriately. Additionally, the new developmental education framework doesn’t support ‘stacking,' and taking two developmental education courses (such as MAT 025 and then MAT 035 OR MAT 7025 and then MAT 7035) would be considered stacking.
Question:
Can colleges create local course versions of MAT 025 for students going into MAT 110, MAT 143, or MAT 152 (similar to MAT 045)?
Answer:
Creating local course versions of MAT 025 is not allowed inside of the new Developmental Education framework. This is only allowed for MAT 045. However, colleges could choose to select a co-req model that is based on using MAT 045 solely. And in doing so, the college could create local course versions (with different suffixes) that align with each gateway 100-level course.
Question:
What are the CCR ‘mirror course’ numbers?
Answer:
There are mirror courses for every new Developmental Education course to be delivered via CCR. The course names are listed below:
- MAT 025 corresponds to MAT 7025
- MAT 035 corresponds to MAT 7035
- MAT 045 corresponds to MAT 7045
- ENG 025 corresponds to MAT 8025
- ENG 045 corresponds to MAT 8045
