Rebecca Natow, Vikash Reddy, and Markeisha Grant provide a window into the findings from their recent CAPR working paper, How and Why Higher Education Institutions Use Technology in Developmental Education Programming. They describe the types of technology institutions use in developmental education, common challenges they encounter, and recommendations for improving the use of technology.
With colleges around the country experimenting with reforms to developmental education, researchers are partnering with them to measure the effect of the changes. Today, we're rounding up some recent studies of developmental ed reforms, including Florida’s dramatic overhaul from 2013, California’s growing movement to reform placement and developmental pathways, and Virginia and North Carolina’s efforts to combine developmental reading and writing into one literacy-reinforcing discipline.
Erin Whinnery, a policy researcher for Education Commission of the States, reviews recent state legislative action regarding developmental education in three broad areas: delivery and governance, accountability and reporting, and financing and affordability.
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
This poster will highlight the successes and challenges of implementing classroom, institutional, and state policy reforms to support the development of multiple math pathways, drawing on CAPR's research on the Dana Center Mathematics Pathways (DCMP).
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, representatives from the Charles A. Dana Center, MDRC, and the California Acceleration Project (CAP) discussed successes and challenges of implementing classroom, institutional, and state policy reforms to support the development of multiple math pathways.