A new CAPR report examines how four Texas community colleges implemented Dana Center Mathematics Pathways (DCMP) and the impact of DCMP on student outcomes over as many as four semesters. Costs of the initiative and student perspectives are also discussed.
By Angela Boatman and Jenna W. Kramer | November 2019
Based on focus groups, this paper examines how developmental math students at six public colleges in Tennessee experienced the hybrid emporium model, which emphasizes computer-based instruction. Students reported cognitive and social accessibility benefits.
By Angela Boatman | November 2019
Using statewide public college data from Tennessee and a difference-in-differences analytical model, this paper examines the effects of adopting a hybrid emporium developmental math model on student outcomes.
Dev Ed Reforms Grow, But Not at Scale
By Elizabeth Zachry Rutschow, Maria Scott Cormier, Dominique Dukes, and Diana E. Cruz Zamora | November 2019
This report documents developmental education practices used in broad-access two- and four-year colleges across the country based on a 2016 survey of public two- and four-year colleges and private, nonprofit four-year colleges as well as interviews with institutional and state leaders.
A new CAPR report describes findings from a national survey of two- and four-year colleges. Researchers found developmental education reform has accelerated, with a notable 30-percentage-point increase in the use of alternative assessment measures (like grade point averages), rather than only on standardized tests.
In this Q&A, Teachers College President Thomas Bailey describes the evolution of developmental education research and previews his keynote address at the CAPR conference.
Clark State Community College in Springfield, Ohio, developed the state's first I-BEST-like approach to basic skills development in its advanced manufacturing program. This blog post describes the college's experience and lessons learned.
In this Q&A, Harvard Graduate School of Education Dean Bridget Terry Long describes how her research intersects with developmental education and what equitable education funding looks like.