20 Research Question 1(RQ1): Has the implementation of Texas Senate Bill (SB) 162 (2012) for developmental mathematics courses increased the percentage of students passing introductory college-credit mathematics courses? Research Question 2 (RQ2): Has the implementation of Texas House Bill (HB) 2223 (2017) affected the percentage of students scoring below 350 on the Texas Success Initiative Assessment (TSIA) in mathematics who are performing at the standards of college-ready students? Research Question 3 (RQ3): Has the reformation of remedial education for post-secondary education institutions for college-readiness in mathematics influenced the completion of an associate degree for students participating in the developmental education program? The current study utilized data collected by the THECB for public use. Developmental Education Accountability Measures, TSIA, and Graduation and Persistence of Developmental Education Students data at a community college district and a university in Texas were examined and used to calculate relationships, if any. The data for FTIC students enrolled in developmental mathematics education for school years 2010-2011 to 2018-2019 were analyzed. The data for each school was analyzed separately and compared against each academic school year in the current study. RQs 1 and 2 used a chi-square test of independence to identify if there was a relationship in the data and presented the overall analysis of student data. The alpha used as the asymptotic significance was .05. RQ 3 used chi-square goodness of fit to test the expected and observed values for significant differences. Findings While the results of the current study are valuable to analyze if there is a relationship between a remediation model and passing a college-credit mathematics course, it is the hope of the researcher that efforts will continue to improve the post-secondary remediation program for the success of students who participate. The current study found a significant relationship with several of the seven researched campuses concerning the developmental model used after the implementation of Texas SB 162 (2012) and the underprepared student passing a collegecredit mathematics course in their first year of college. The implementation of SB 162 provided a plan for developmental education to include diagnostic assessments to determine specific educational needs with modular developmental course materials (Kavanaugh, 2012). The newly implemented developmental mathematics courses broke down the objectives of the TSIA into two non-credit mathematics courses. The courses covered material from Algebra I, Geometry, and Algebra II from high school and the skills needed to be successful in a college-credit mathematics course. The review given in the developmental mathematics courses was meant to refresh their knowledge and refine their skills. The passing rates for the developmental courses almost reached 50% (THECB, 2019b). Students were able to retake the developmental courses several times, take the TSIA multiple times a semester to pass, and could leave developmental courses without a strong understanding of the mathematical skills that would be needed in the entry-level college mathematics courses. The researcher statistically found that the program benefited some developmental students. The researcher believes the program helped students who had good math skills the most and they only needed a refresher from being out of high school for a long time. The current study found a significant relationship with several of the researched campuses concerning the developmental model used after the implementation of Texas HB 2223 (2017) and the underprepared student passing a college credit mathematics course in their first year of college. The Bill partially eliminated developmental education courses as separate courses before college-credit mathematics courses, the option used in relation to SB 162, and replaced them with co-requisite college-credit options (THECB, 2017). Co-requisite courses provide a pathway for unprepared students to progress to entrylevel college courses more quickly. The findings for RQ2 in Kelly K. David, EdD
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