SF3491

Purpose of the Bill

The bill seeks to improve higher education in Minnesota by updating the way developmental courses are handled. It aims to ensure that students receive necessary support while earning credits toward graduation and to make sure students are well-informed about their course options.

Main Provisions

• Written Explanations: Colleges and universities must provide students with clear, written explanations of the differences between non-credit developmental courses and credit-bearing courses. Students are required to sign a written acknowledgment to confirm their understanding of these differences.
• Corequisite Model Implementation: Institutions must implement a corequisite model for English courses. This model allows students to enroll in credit-bearing courses while simultaneously receiving necessary academic support. This replaces the traditional standalone developmental courses that do not contribute to degree credits.
• Referral to Adult Basic Education: Students who do not meet the criteria for the corequisite English courses must be referred to adult basic education programs. These programs help students build foundational skills before they re-enroll in credit-bearing courses.

Significant Changes to Existing Law

• Transition to Corequisite Model: Replaces standalone developmental courses with a corequisite model that integrates academic support within college-level courses.
• Mandatory Student Disclosure: Requires disclosure to students about course credit status and necessitates student acknowledgment of this information.

Reporting Requirements

The commissioner must annually publish summary data on the department's website, including: - The number of students in non-credit remedial, developmental, or corequisite courses, as well as those referred to adult basic education. - Completion rates for developmental education within one academic year. - The number of students who proceed to credit-bearing courses after completing developmental education.

Relevant Terms

developmental education, corequisite model, remedial courses, credit-bearing courses, adult basic education, higher education