Developmental education (DE) reform took place among the 28 Florida College System (FCS) institutions in 2014. In this study, we examine how cohort-based passing rates in college-level English and math courses changed at different colleges for pre- and post-policy period and explore what institutional characteristics were related with various institutional trajectories of cohort-based course passing rates in the post-policy period. Employing longitudinal data analysis, we found that colleges performed similarly regarding cohort-based passing rates in both college-level English and combined math courses before DE reform and had a similar elevation in the cohort-based English course passing rates when DE reform took place in 2014. However, colleges experienced different change patterns in the years following DE reform. Specifically, colleges located in rural areas and with more White students experienced relatively lower college-level English passing rates in the post-policy period than their counterparts. Different colleges had slight differences in the trajectory of college-level math passing rates by cohort after SB 1720 in 2014, but institutional characteristics in this study did not adequately capture inter-institutional differences.

2014 年，佛罗里达州 28 所大学系统 (FCS) 机构进行了发展性教育 (DE) 改革。在这项研究中，我们研究了不同大学的大学英语和数学课程的基于队列的通过率是如何变化的。 -政策时期，并探讨后政策时期与基于队列的课程通过率的各种制度轨迹相关的制度特征。采用纵向数据分析，我们发现大学在 DE 改革之前的大学水平英语和组合数学课程的基于队列的通过率表现相似，并且在 DE 改革发生时，基于队列的英语课程通过率也有类似的提升。 2014. 然而，在教育改革之后的几年里，大学经历了不同的变化模式。具体来说，位于农村地区且白人学生较多的大学在政策出台后的大学英语通过率相对较低。不同学院在 2014 年 SB 1720 之后按队列划分的大学水平数学通过率轨迹存在细微差异，但本研究中的机构特征并未充分反映机构间差异。