Three Compatible Reforms for Increasing College Success: Corequisite Math Remediation, Dana Center Mathematics Pathways, and Guided Pathways
Alexandra Logue, a research professor at the City University of New York, discusses three curricular innovations taking place at community colleges and how they can be used together to provide comprehensive reform that maximizes student success.
Elisabeth Barnett describes the major takeaways from a newly released CAPR report that examines early outcomes from a study of alternative placement systems at seven community colleges in the State University of New York system.
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.
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.