Are instructional methods addressed? If so, which methods are used or allowed?


Developmental Education Policies

Are instructional methods addressed? If so, which methods are used or allowed?

December 2018



Are instructional methods addressed? If so, which methods are used or allowed? Citation
Alabama
Yes. Colleges are authorized to offer varied instructional formats. Chancellor's Procedure for Board Policy 722.01
Alaska
No policy identified.
Arizona
No policy identified.
Arkansas
Yes. Colleges or universities may offer co-requisite courses, enrollment in credit-bearing courses with required labs/tutoring, fast-track or semester long developmental education courses. Coordinating Board Policy for Student Placement into General Education Core Courses (3.08)
California
California State University Board of Trustees
Yes. Supportive course models may include co-requisite enrollment, supplemental instruction or stretch formats, Prebaccalaureate instruction must be offered concurrently with a credit-bearing course. Executive Order 1110
Board of Governors of the California Community Colleges Yes. A community college may require a student to enroll in concurrent support if the support will increase likelihood of passing the course. Cal. Educ. Code § 78213 (d.2)
Colorado
Yes. Summer boot camps, refresher courses and corequisite supplemental instruction. Section I Part E, Developmental Education
Connecticut
Connecticut State University System
Yes. Institutions must offer embedded support in the college-level course. If the institution determines the student to be below the skill level required to be successful in the college level course, the institution must offer one semester of intensive support. Transitional college readiness programs must be offered to students determined to be below the skill level required to be successful in the intensive semester. Conn. Gen. Stat. Ann. § 10a-157a
Board of Regents of the Connecticut State Colleges and University System No policy identified.
Delaware
No policy identified.
District of Columbia
No policy identified.
Florida
State Board of Education and Board of Governors
Yes. The board of trustees of each institution in the Florida College System must develop a plan to implement developmental education strategies. Strategies may utilize modularized instruction, compressed course structure, contextualized course structures related to meta-majors, co-requisite instruction or tutoring. Fla. Stat. Ann. § 1008.30
Florida State University System Board of Governors No policy identified.
Florida State Board of Education No policy identified.
Georgia
University of Georgia System Board of Regents
Yes, including: corequisite courses and year-long pathways that begin with a stand-alone foundations course. The majority of students must be placed in corequisite courses. Board of Regents Policy 2.9 Learning Support
State Board of the Technical College System of Georgia No policy identified.
Hawaii
No policy identified.
Idaho
Yes, including: corequisite support, corequisite course models, embedded models and emporium models. Governing Policies and Procedures III

Illinois
No policy identified.
Indiana
No policy identified.
Iowa
No policy identified.
Kansas
No policy identified.
Kentucky
Kentucky Administrative Regulations
Yes, including college level courses with supplemental support. 13 Ky. Admin. Regs. 2:020
Kentucky Council on Postsecondary Education Yes, including embedded models, corequisite course models and student support bridge programming. Kentucky's Guiding Principles for Developmental Education and Postsecondary Intervention Programming
Kentucky Community and Technical College System Yes, including transitional education courses, entry-level courses with supplementary academic support, corequisite courses, entry level courses with supplementary academic support (extra lessons, additional labs and tutoring) and approved academic interventions. KCTCS Assessment and Placement Policy 4.13
Louisiana
Yes. Institutions may pilot programs for students who score up to 3 points below the cut score. The students may enroll in college-level courses that provide corequisite support, including a remedial/review section, expanded course hours, labs or expanded office hours. Board of Regents Academic Affairs Policy 2.18
Maine
No policy identified.
Maryland
No policy identified.
Massachusetts
No policy identified.
Michigan
No policy identified.
Minnesota
No policy identified.
Mississippi
Yes, including a year long academic support program and a summer developmental program. IHL Board Policies 602.D and 602.E
Missouri
No policy identified.
Montana
No policy identified.
Nebraska
No policy identified.
Nevada
Yes, including: corequisite courses and a three semester sequence culminating in a gateway course. NSHE Board policy Title 4, Chapter 16, Section 1
New Hampshire
No policy identified.
New Jersey
No policy identified.
New Mexico
No policy identified.
New York
New York community colleges
Yes, including: accelerated developmental education offerings, incorporating developmental instruction into college-level program as introductory courses or integrated into the course, supplemental academic support, consolidated course schedules, advisement models and tutoring. N.Y. Educ. Law § 6303-a
State University of New York Trustees Yes, including: inclusion of noncredit elements in a credit bearing course. SUNY Board policy AA Doc. No. 1005
University Provost of CUNY No policy identified.
North Carolina
Yes, including: corequisite courses. NCCCS Policy, Multiple Measures for Placement, August 2016
North Dakota
Yes, including: corequisite courses. NDUS Procedures 402.1.2 Student Placement into College Courses
Ohio
Ohio state statutes
No policy identified.
Ohio presidents of state higher education institutions Yes, including: corequisite coursework and supplemental instruction. Uniform Statewide Standards for Remediation Free Status
Oklahoma
No policy identified.
Oregon
Oregon work group
No policy identified.
Oregon Higher Education Coordinating Commission and Department of Education No policy identified.
Pennsylvania
No policy identified.
Rhode Island
Rhode Island Office of the Postsecondary Commissioner
No policy identified.
Community College of Rhode Island No policy identified.
South Carolina
South Carolina Commission on Higher Education
Yes including: developmental courses should meet at least four times per week. Commission Policies on Developmental Education in South Carolina

South Carolina Technical College System No policy identified.
South Dakota
No policy identified.
Tennessee
No policy identified.
Texas
Yes, including: corequisite models. 19 Tex. Admin. Code § 4.62
Utah
No policy identified.
Vermont
No policy identified.
Virginia
No policy identified.
Washington
No policy identified.
West Virginia
West Virginia higher education policy commission and the council for community and technical college education
No policy identified.
West Virginia Higher Education Policy Commission Yes, including: remediating specific areas of weakness, stretch courses, corequisite courses, tutoring, supplementary academic support. W. Va. Code R. 133-21-7
Wisconsin
No policy identified.
Wyoming
Yes, including: students admitted with support must participate in an academic transition program. Admission of Students, UW Regulation 2-201

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