Di Xu, an assistant professor at the University of California, Irvine, discusses her recent study on how outcomes differ for lower and higher level developmental students, and what colleges are doing to improve developmental education outcomes.
CCRC researchers Davis Jenkins, Hana Lahr, and John Fink outline changes colleges can make to help ensure that their institutional "guided pathways" reforms reach students referred to developmental education as well as those deemed college-ready.
November 10, 2017 | American Mathematical Association of Two-Year Colleges (AMATYC) Annual Conference
Panelists will present four studies of the Dana Center Math Pathways (DCMP) initiative.
Using Evidence to Refine STEM Initiatives: Lessons Learned From the Dana Center Mathematics Pathways
November 2–4, 2017 | American Association of Colleges & Universities (AAC&U) 2017 Transforming STEM Higher Education Conference
Making Math Count: Building Accelerated Math Pathways and Early Findings on Their Impact on Students’ Success
October 11, 2017 | Strengthening Student Success Conference
In this session, the Charles A. Dana Center, MDRC researchers, and math practitioners will discuss successes and challenges of implementing classroom, institutional, and state policy reforms to support the development of multiple math pathways.
August 9, 2017 | State Higher Education Executive Officers (SHEEO) Higher Education Policy Conference
In this session, researchers from MDRC and CCRC along with policy and evaluation staff from the Dana Center will describe how they are supporting and researching the process of implementing math pathways.
Elizabeth Zachry Rutschow summarizes findings from a recently released CAPR brief on the Dana Center Mathematics Pathways (DCMP) model, a promising new intervention that involves a revised developmental math course emphasizing statistical and quantitative reasoning skills.
By Elizabeth Zachry Rutschow, John Diamond, and Elena Serna-Wallender | May 2017
A promising new community college intervention—the Dana Center Mathematics Pathways—involves a revised developmental math course that emphasizes statistical and quantitative reasoning skills to align with students’ fields of study. In a random assignment evaluation at four colleges in Texas, students report a qualitatively different experience with math instruction.
Several states are considering major changes to dev ed. Find out what's on the legislative docket, get the latest findings on reforms in CUNY and Oregon community colleges, and more in our CAPR link roundup.