College Math & Writing Success

Overview

Successful completion of the first college-level math and writing courses  is an important benchmark on the path to successfully obtaining a college degree. National best practices and MUS data suggest students who complete their first college level math and writing in their first year are more likely to go on to complete their degree. Not only are these students more likely to graduate, but they are also more likely to graduate sooner, with less debt accumulated. Traditionally, freshman who arrived at college considered underprepared for math and writing were placed into remedial courses. Research and MUS data indicate remedial courses can be detrimental to student retention and debt accumulation. Since 2014, the MUS has gradually moved away from mostly remedial instruction in math and writing to offering more just-in-time models such as co-requisite courses that support students in completing their first college math or writing courses without any below 100-level pre-requisites.

To better understand and work to continously improve this key, early indicator for student success, the MUS Developmental Education Steering Committee was formed in 2021. Made up of MUS faculty, staff and administrators from around the system, the Developmental Education Steering Committee engages in reflection, expertise-building, and change-making to meet the needs of MUS students. The Developmental Education Steering Committee has initiated imporant work such as systemwide professional development offerings, tracking of co-requisite and pre-requisite courses, changes to 2-year performance funding, and revisions to the MUS placement policy.