developmental education in colleges and universities across the state even more important.

In its 2008 Developmental Education Update, the CPE reported that 48% of recent Kentucky high school graduates required remediation in one or more subjects, and 54% of all students entering post-secondary institutions required the same. In 2004, 53% of Kentucky public college entrants were unprepared in one or more subjects. The percentage of students who were unprepared in mathematics increased from 41% in 2002 to 44% in 2004. Almost nine percent of the cohort required remediation in three or more subjects. These percentages all exceed the national averages cited above. The Council cites this change as due to an increase in the number of adult students and students with GEDs entering postsecondary education. During this period, the percentage of adult students with developmental needs increased from 80 percent to 90 percent and from 82 percent to 92 percent among Kentucky GED graduates. The effect of academic deficiencies on student collegiate success is striking: the CPE reports that under-prepared students (scoring 17 and below on one or more ACT subject exams) were twice as likely to drop out of college as prepared students. (Link to Developmental Education Update 10-5-2006.pdf) Given the CPE goals in its Double the Numbers Plan to double the number of graduates from Kentucky's higher education system by the year 2020, the likelihood of the continuing need for developmental education at the State's colleges and universities is high. (Link to Double the Numbers Plan 11-15-2007.pdf)

Within the higher education system of Kentucky, Kentucky State University, as the state's only HBCU, enrolls a significantly higher proportion of under-prepared students than the other institutions. Tables 1 and 2 show the most recently available comparative data.

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