South Carolina

Abstract

South Carolina maintains some of the most restrictive developmental education policies in the nation, as four-year institutions within South Carolina are not permitted to offer developmental courses. Despite this restriction, racial and economic disparities, as well as inequities within South Carolina’s elementary and secondary schools across the state suggests four-year institutions will continue to face challenges to serve students who are underprepared. This has led faculty and staff to develop creative ways of offering course-based academic support without using the terms “remedial” or “developmental.”