22 The university satellite campus studied, Campus 7, experienced a different outcome for the developmental students over the past decade. In the 2010 cohort, the campus had their highest college completion and persistence rate for developmental students at 42.9%, which was higher than the state average of 42.3%. Each academic cohort following had not exceeded the state graduation average for the same population. As the state average improved from 42.3% to 45.2% and last recorded at 45.4%, the satellite university campus declined to 29.6% and 33.3% from 42.9%. Research implications suggest the negative relationship between the implementation of HB 2223 and performance by developmental students at the university satellite campus may be important for future policies and practices conducted on the university campus. If developmental students are not being successful in completing the entry-level mathematics course, this will hinder them from earning a college degree. Significance The current study provides valuable information for postsecondary institutions and legislators to use in making decisions that will affect curriculum and remediation for developmental mathematics students at the local, state, and federal levels of education. Post-secondary institutions can examine the new changes in the curriculum and the results of the current study to better meet the needs of the underprepared college student population. Each district used a separate developmental non-credit course to provide remediation for the underprepared students in compliance with the SB 162 legislation. The course(s) is/are up to the institution to design and implement. It is reasonable to assume the developmental non-credit courses may have variations at various institutions. The need for a college education in the future job market continues to grow. With the estimate of almost 60% of job growth in Texas requiring some college education or training, providing the best opportunity for education will bring the goals to meet this need to be more attainable (Carnevale et al., 2013). President Obama set a national goal to encourage 60% of all American adults aged 25-34 to obtain at least an associate degree by the year 2020 (Fry, 2017). To meet the needs of the nation’s job market and the goal for an educated nation, it is imperative to find the best pathway for unprepared students in mathematics to be successful in post-secondary education. Academic advisors, instructors, and legislators worked towards a common goal to best support underprepared mathematics students with Texas SB 162 (2012) and Texas HB 2223 (2017) for post-secondary education. Figure 1 Kelly K. David, EdD Figure 1. Recommendations from This Study
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