This paper presents a multi-method assessment of the effectiveness of a developmental college that serves
underqualified students who would not normally be admitted to a major research University. The relationship between
precollege predictors and college academic outcomes was assessed. All correlations were weak with none of the
precollege predictors accounting for more than 10% of the variance in any of the college outcome measures.
Comparisons of retention, transfer, academic standing, and graduation rates with national estimates and University
statistics are presented to argue for an overall positive effect on students regardless of their prior academic preparation.
When No Relationship is a Good Relationship.
University of Minnesota: General College.
Retrieved from the University of Minnesota Digital Conservancy,
Content distributed via the University of Minnesota's Digital Conservancy may be subject to additional license and use restrictions applied by the depositor.