As colleges respond to state- and system-wide calls to replace traditional developmental education with corequisite support courses, institutional challenges are preventing them from faithfully implementing these courses as designed.
Here, CAPR's Elisabeth Barnett explains how several SUNY community colleges adapted their approaches to assessment and placement for students entering college in fall 2020 to account for limitations posed by the COVID-19 pandemic.
Though the COVID-19 pandemic forced colleges to move online quickly, the use of technology in developmental courses is not new. Here, Angela Boatman describes findings from her study of a hybrid course instruction model in Tennessee that may help practitioners navigate the current context.
Kathleen Almy led Illinois's transitional math course reform; now she's supporting high schools as they implement it. Working on both sides of the reform, she writes, has been an eye-opening experience.