Alexander Mayer, deputy director for postsecondary education at MDRC and co-principal investigator at CAPR, describes the potential of comprehensive programs such as CUNY's Accelerated Study in Associate Programs (ASAP) to improve outcomes for developmental education students. This post is adapted from testimony given before the New Jersey State Assembly Higher Education Committee on May 7, 2018.
Nancy Shapiro, associate vice chancellor for education and outreach for the University System of Maryland, describes Maryland's math pathways initiative, how the reform's leaders took advantage of a First in the World grant from the U.S. Department of Education, and lessons learned from the work.
Interim findings from a CAPR study of the Dana Center Mathematics Pathways (DCMP) model at four community colleges in Texas show that the reform is helping more students complete their remedial and college-level math requirements more quickly while learning math that will be useful throughout their lives and careers.
Making It Through: Interim Findings on Developmental Students’ Progress to College Math with the Dana Center Mathematics Pathways
By Elizabeth Zachry Rutschow | July 2018
This brief provides a preliminary look at the experimental results of the Dana Center Mathematics Pathways (DCMP) model, developed by the Charles A. Dana Center at the University of Texas at Austin. Program group students made strides in both enrolling in and passing college-level math during their second and third semesters, indicating that the DCMP is helping students reach a critical college milestone.
Minority-Serving Community College Communities of Practice: Closing the Academic Achievement Gap With Math Pathways
May 31, 2018 | RTI International Webinar
In this one-hour webinar, Elizabeth Zachry Rutschow of MDRC and Margo Keys of Chippewa Valley Technical College discussed the benefits and challenges associated with implementing alternative math pathways.
Lindsay Daugherty, a policy researcher at RAND Corporation, discusses five reasons why corequisite models of developmental education may be successful, based on the perspectives of faculty, administrators, and students in Texas.
Rose Asera, a researcher/evaluator who works with the RP Group, traces the history of developmental education reform in California from the early 2000s to the present day.
From Islands of Innovation to an Isthmus of Equity: Lessons from Developmental Education Reform in Florida
Christopher Mullin shares three lessons from Florida's experience with state-mandated developmental education reforms that made remediation optional for the vast majority of students.