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A CCRC study of more than 250,000 students at 57 community colleges in the Achieving the Dream initiative found that 59 percent of entering students were referred to developmental math and 33 percent were referred to developmental reading.

Federal BPS (Beginning Postsecondary Students) data from 2009 indicate that 68 percent of students beginning at public two-year colleges in 2003–2004 took one or more remedial courses in the six years after their initial college enrollment; 59 percent took at least one course in math, and 28 percent took at least one course in English. At four-year public colleges, 40 percent of students took one or more remedial courses within six years; 33 percent took math and 11 percent took English.

At public two-year colleges, 48 percent of students who began in 2003–04 took two or more remedial courses within six years. At public four-year colleges, 21 percent of students took two or more remedial courses.

At public two-year colleges, 78 percent of Black students, 75 percent of Hispanic students, and 64 percent of White students take remedial courses. Of students in the lowest income group, 76 percent take remedial courses, compared with 59 percent in the highest income group.

At public four-year colleges, 66 percent of Black students, 53 percent of Hispanic students, and 36 percent of White students take remedial courses. Of students in the lowest income group, 52 percent take remedial courses, compared with 33 percent in the highest income group.

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