- ACC is committed to enhancing equity of student success regardless of age, gender, ethnicity, race, or socio-economic status and especially among new students and first in family to attend college.
- Assisting students in achieving their educational goals requires assessment of college-readiness skills, and alignment of appropriate support services.
- ACC believes that employing research-based best practices and other relevant data is crucial to assisting students in achieving college-readiness as quickly as possible.
- Faculty are expected to analyze student success data and to design and deliver effective curriculum and instruction which meets the needs of a diverse student body.
 The College will create efficient processes and procedures necessary to comply with legislative mandates related to assessment of college-readiness skills and to developmental education.
 The College will provide students opportunities for pre-assessment preparation prior to the administration of assessment tests, as well as reassessment options prior to and during remediation of skills deficiencies.
 Students requiring remediation are expected to enroll in developmental education courses and to complete the developmental sequence, or to pass state approved tests, prior to enrolling in college-level courses and in accordance with ACC's designated skills and course prerequisites.
While math remediation may be delayed for non-math intensive majors, math intensive majors (including STEM fields in science, technology, engineering, and mathematics) are expected to begin math remediation immediately upon enrollment.
 Counselors and advisors will provide on-going review and guidance to students mandated into developmental education.
Students enrolled in Developmental Education must meet with their counselor or advisor each semester in order to register, and only after review of their progress in successfully completing their Education Plan.
 Faculty are expected to annually review student success data, disaggregated by student cohort groups, and to identify necessary curriculum revision and/or redesign efforts to improve student performance across all categories of students.
The design and delivery of developmental courses is expected to reflect research-based best practices and other relevant data, with the goal of assisting students to successfully transition to college-level certificates and degrees at a pace that ensures success.
 Students are expected to remain continuously enrolled in developmental courses until they successfully complete the sequence and/or pass the assessment tests. Students who interrupt their developmental education enrollment will be required to meet with a counselor or advisor, and will be restricted thereafter only to developmental education courses until they complete the sequence or pass the state approved test.
The Austin Community College Board of Trustees adopted this policy on January 22, 1996 and amended it July 7, 2008 (addition of value statements), August 1, 2011