Presentations

Thursday, November 21

9:00–9:25 a.m.

Welcome and introduction to CAPR

Nikki Edgecombe \ CCRC and CAPR

9:25–9:30 a.m.

Remarks

James Benson \ Institute of Education Sciences, U.S. Department of Education

9:30–10:50 a.m.

Plenary panel

CAPR’s national study of developmental education policies and practices

CAPR surveyed nearly 1,000 open-access and nonselective colleges and interviewed nearly 130 institutional and state-level representatives to understand the landscape of developmental education and reform at two- and four-year colleges across the country.

Alexander Mayer \ MDRC and CAPR

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The developmental education reform policy landscape

State leaders from around the country will discuss how developmental education has unfolded in their systems. Panelists will offer perspectives on the state’s role in developing reforms, how states are supporting colleges’ implementation, and the best approaches to evaluating their efforts.

Michael Collins \ Jobs for the Future
Elena Quiroz-Livanis \ Massachusetts Department of Higher Education
René Cintrón \ Louisiana Community and Technical College System
José Luis Cruz \ City University of New York
Alexander Mayer \ MDRC and CAPR (moderator)

11:00 a.m.–12:15 p.m.

Concurrent sessions

(Room 401/402)

This session will describe the implementation of statewide developmental education reforms from Arkansas, North Carolina, Florida, and Connecticut. Presenters will discuss resources required for high-quality implementation and highlight future considerations.

Tamara Bertrand Jones \ Florida State University
Mike Leach \ Arkansas Community Colleges
Susan Barbitta \ North Carolina Community College System Office
Jane McBride Gates \ Connecticut State Colleges and Universities
Susan Bickerstaff  \ CCRC and CAPR (moderator)

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(Room 403/404)

This session will describe the arc of developmental English reform and how systems and institutions are navigating evolving changes to courses and placement. Presenters will share findings from research on the literacy requirements of college coursework, corequisite English implementation and outcomes, and curricular reforms. They will also discuss the implications of research findings for policy and practice.

Diana Gehlhaus Carew \ RAND
Sonya Armstrong \ Texas State University
Charles (Skip) MacArthur \ University of Delaware
Jason Buchanan \ Hostos Community College, City University of New York
Susan Scrivener \ MDRC (moderator)

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(Room 405/406)

This session will provide an overview of the current state of assessment and placement reform nationally and frameworks for understanding the equity implications of these reforms. Presenters will share research findings on alternative approaches to assessment and placement in California, Texas, Wisconsin, and Minnesota and discuss their implications for future reform efforts.

Federick Ngo \ University of Nevada, Las Vegas
Dan Cullinan \ MDRC and CAPR
John Hetts \ Educational Results Partnerships
Maxine Roberts \ Education Commission of the States
Elizabeth Kopko \ CCRC and CAPR (moderator)

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(Room 501/502)

This session will describe how institutions engaged in developmental education reform have integrated these activities into the guided pathways framework. Presenters will discuss state and national reform policy and how those policies have affected developmental education and guided pathways implementation in colleges in California, Tennessee, Alabama, and elsewhere. They will also identify opportunities and challenges that systems and institutions engaged in simultaneous reform should consider.

Tammi Marshall \ Cuyamaca College
Vicki Karolewics \ Wallace State Community College
Denise King \ Cleveland State Community College
Amy Brown \ CCRC and CAPR (moderator)

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(Room 504)

This session will examine the academic and employability skill focus of workforce development programs. It will define the “workforce” space broadly, noting intersections with adult and continuing education and career and technical education programs. Presenters will discuss rising tensions between the development of technical versus foundational skills, workforce programs that have attempted to address academic and nonacademic underpreparedness, and federal and state policy measures necessary to strengthen these preparatory programs.

Michelle Van Noy \ Education and Employment Research Center, Rutgers University
Karen Gardiner \ Abt Associates
Amy Kaufman \ New World of Work
Sandy Goodman \ National College Transition Network, World Education
James Jacobs \ CCRC (moderator)

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(Room 509/510)

This session will present research and practice on programs designed to prepare students who are significantly academically underprepared for college coursework. It will discuss approaches taken in adult education, other prematriculation programs, and traditional developmental education and present student outcomes data. Panelists will explore the intersection of adult education and developmental education and describe the implications for policy and practice.

Michael Weiss \ MDRC and CAPR
Donna Linderman \ City University of New York
Steve Hinds \ City University of New York
Nyema Mitchell \ Jobs for the Future
Lindsay Daugherty \ RAND
Elizabeth Zachry Rutschow \ MDRC and CAPR (moderator)

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12:15–1:35 p.m.

Keynote address

Supporting students in developmental education: The stakes, the challenge, and the hope for improvement

Bridget Terry Long \ Harvard Graduate School of Education (begins at 12:45 p.m.)

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1:35–1:45 p.m.

Insights from the Strong Start to Finish network

Christopher Mullin \ Strong Start to Finish, Education Commission of the States

2:00–3:15 p.m.

Concurrent sessions

(Room 504)

This session will establish the prevalence of developmental education in broad-access four-year institutions and reforms underway to address students’ remedial needs. Presenters will describe the evolving national and state practice and policy landscape and examine specific approaches to improving placement and addressing academic underpreparedness. They will also discuss practice frameworks intended to strengthen instruction for students of color in developmental education classes and identify opportunities for future reform and research.

Michal Kurlaender \ University of California, Davis, and CAPR
Tara Parker \ University of Massachusetts Boston
Tiffany Beth Mfume \ Morgan State University
Maria Cormier \ CCRC and CAPR (moderator)

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(Room 405/406)

This session will feature the personal narratives and college experiences of three community college students who were referred to developmental education. Each student will share the journey they have taken to college, reflect on their experiences in a range of developmental education options, and discuss remaining barriers to college completion. The panel will engage with the audience and provide considerations for supportive policies and practices at the institution and state levels.

Demi Aguayo \ Amarillo College
Nathaly Rodriguez \ Borough of Manhattan Community College, City University of New York
Yosef Soiefer \ Rockland Community College, State University of New York
Maggie Fay \ CCRC and CAPR (moderator)

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(Room 501/502)

This session will describe programs designed to strengthen the transition from high school to college. Presenters will discuss the scope of dual enrollment and transition courses and how efforts to accelerate college course-taking and meet benchmarks of college readiness in high school operate in practice. Looking across multiple states, the presenters will examine the extent to which reforms in the high-school-to-college transition space may affect college access and success across racial/ethnic and income groups.

Kathleen Almy \ Northern Illinois University
Kathi Cook \ The Charles A. Dana Center, University of Texas at Austin
John Fink \ CCRC and CAPR
Crystal Byndloss \ MDRC (moderator)

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(Room 401/402)

This session will describe large-scale developmental education reforms underway in three states (Virginia, Michigan, and Florida) with different governance structures and reform catalysts. Presenters will discuss the specific developmental education reform approaches adopted and what it means to be working at scale in their particular contexts. The session will also examine how researchers have evaluated these efforts and what they have found in Florida, in particular. Lastly, presenters will discuss how intermediary organizations have helped state reform leaders build capacity to plan and enact large-scale developmental education reform.

Martha Ellis \ The Charles A. Dana Center, University of Texas at Austin
Shouping Hu \ Florida State University
Catherine Finnegan \ Virginia Community College System
Jenny Schanker \ Michigan Student Success Center
Leigh Parise \ MDRC (moderator)

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(Room 509/510)

This session will describe the societal and institutional challenges that hinder the success of students referred to developmental education and the extent to which reformed models are addressing these challenges. Presenters will share students’ perspectives on how they are affected by developmental education referrals and discuss reforms that incorporate a range of academic and nonacademic supports. They will also examine the evolving role of developmental educators and ways in which their knowledge and expertise can be used in service of improved student outcomes.

Jeanette Kim \ City University of New York
Linda García \ Center for Community College Student Engagement, University of Texas at Austin
Janelle Harding \ Rockland Community College, State University of New York
Evan Weissman \ MDRC and CAPR (moderator)

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(Room 403/404)

This session will discuss the importance of engaging full- and part-time faculty in developmental education reform and the professional learning opportunities likely to enhance their engagement. Presenters will provide institutional, research, and programmatic perspectives on strategies to support faculty participation and learning and examine changes to institutional culture and faculty mindsets that facilitate effective developmental education reform and other instructional improvement efforts.

Connie Richardson \ The Charles A. Dana Center, University of Texas at Austin
Carl Moore \ The University of the District of Columbia
Jon Iuzzini \ Achieving the Dream
Susan Bickerstaff \ CCRC and CAPR (moderator)

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3:30–4:55 p.m.

Plenary panel

CAPR’s study of Dana Center Mathematics Pathways in Texas

DCMP is a model of mathematics education that shortens students’ time in remediation, tailors content to students’ academic and career paths, and uses student-centered instruction. CAPR studied how DCMP works and whether it improved academic outcomes for students at four Texas community colleges.

Elizabeth Zachry Rutschow \ MDRC and CAPR

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Strengthening curriculum, teaching, and academic and nonacademic supports

This panel will explore the implications of developmental education reforms for curriculum, pedagogy, and student supports in English, math, and other disciplines. Researchers and practitioners will outline considerations for the field as it seeks to build on existing developmental education reforms.

Rebecca Cox \ Simon Fraser University
Gwenn Eldridge \ Ivy Tech Community College
Emily Lardner \ Highline College
Vilma Mesa \ University of Michigan
Susan Bickerstaff \ CCRC and CAPR (moderator)

4:55–5:00 p.m.

Day 1 recap

Evan Weissman \ MDRC and CAPR

Friday, November 22

9:00–9:10 a.m.

Welcome and remarks

Thomas Brock \ CCRC and CAPR

9:10–10:30 a.m.

Plenary panel

CAPR’s study of multiple measures placement in the State University of New York

CAPR studied whether incorporating high school grade point average and other measures into math and English placement decisions resulted in more accurate placements than using standardized tests alone. The research, carried out at seven SUNY community colleges, also examined the impacts of multiple measures placement on students’ academic performance.

Elisabeth Barnett \ CCRC and CAPR

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These slides include preliminary estimates that may vary in later publications due to changes in sample restrictions and/ or other choices made during final data analysis.

Taking effective practices to scale

Panelists will address the critical questions of how states and systems and reform developers and advocates should approach scaling developmental reforms across and within institutions. How do colleges ensure equitable access to reforms while addressing unanticipated consequences? How can findings from CAPR and other research support more effective scaling activities?

Johanna Duncan-Poitier \ State University of New York
Christopher Mullin \ Strong Start to Finish, Education Commission of the States
Yolanda Watson Spiva \ Complete College America
Uri Treisman \ The Charles A. Dana Center, University of Texas at Austin
Thomas Brock \ CCRC and CAPR (moderator)

10:45 a.m.–12:00 noon

Concurrent sessions

(Room 504)

This session will describe how the implementation of corequisite remediation affects other college functions, including placement, registration, scheduling, staffing, and advising. Presenters will discuss the rollout of corequisite remediation in colleges in Texas, North Carolina, and New York and strategies for engaging colleagues outside of academic departments to strengthen implementation. They will also provide recommendations and resources for systems and institutions engaged in corequisite implementation.

Suzanne Morales-Vale \ Texas Higher Education Coordinating Board
Mari Watanabe-Rose \ City University of New York
Michael Baston \ Rockland Community College, State University of New York
Laura Kalbaugh \ Wake Technical Community College
Hoori Santikian Kalamkarian \ CCRC and CAPR (moderator)

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(Room 405/406)

This session will present findings from rigorous analyses of corequisite remediation, discuss points of convergence and divergence in the research findings, and share important considerations for future corequisite reform and research.

Trey Miller \ American Institutes for Research
Alexandra Logue \ The Graduate Center, City University of New York
Florence Ran \ CCRC and CAPR
Heather McKay \ Rutgers University
James Benson \ Institute of Education Sciences, U.S. Department of Education (moderator)

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(Room 509/510)

This session will discuss how reforms and policies around developmental math and English affect English learners. Panelists will describe the research on academic and nonacademic support programs that affect English learners’ trajectory in developmental education, along with the relevant policy context. They will also discuss implications for policy and future research.

George Bunch \ University of California, Santa Cruz
Olga Rodríguez \ Public Policy Institute of California
Heather Finn \ Borough of Manhattan Community College, City University of New York
Sharon Avni \ Borough of Manhattan Community College, City University of New York
Linda Harklau \ University of Georgia
Julia Raufman \ CCRC and CAPR (moderator)

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(Room 401/402)

This session will provide institutional, advocacy, and policy perspectives on California’s landmark developmental education reform legislation, Assembly Bill 705 (AB 705), intended to greatly reduce the number of students referred to stand-alone developmental education courses. Presenters will describe efforts to enact AB 705, features of the legislation, and how colleges have approached early implementation. They will identify the strengths and weaknesses of the legislation and their implications for other states pursuing broad-scale developmental education reform.

Vikash Reddy \ Campaign for College Opportunity
Terrence Willett \ Cabrillo College
Ashley Bliss Lima \ Jobs for the Future
Katie Hern \ Skyline College and California Acceleration Project
Evan Weissman \ MDRC and CAPR (moderator)

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(Room 501/502)

This session will share student and researcher perspectives on the issues not directly tied to academic preparation that can get in the way of students’ ability to persist in college—including their college know-how, beliefs, and dispositions—and how colleges can address them. It will begin with a student discussion intended to identify what these obstacles are and ways that colleges can be helpful. Researchers will present findings on mindset theory and interventions and discuss ways the field is trying to measure socioemotional learning. The session will also describe a large initiative underway that engages faculty more directly in addressing student persistence.

Maci DeArmond \ Amarillo College
Greg Walton \ Stanford University
Marc Chun \ Overdeck Foundation
Elisabeth Barnett \ CCRC and CAPR (moderator)

(Room 403/404)

This session will discuss four research studies that examined technologies used in developmental education courses. Panelists will describe the research settings and specific technologies used and share outcomes and implementation findings. They will also discuss the implications of their research findings for future research, policy, and practice.

Xuehan Zhou \ University of California, Irvine
Camielle Headlam \ MDRC
Whitney Kozakowski \ Harvard Graduate School of Education
Angela Boatman \ Boston College and CAPR
Dan Cullinan \ MDRC and CAPR (moderator)

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12:00 noon–1:30 p.m.

Keynote address

Reflections on the past, new directions for the future

Thomas Bailey \ Teachers College, Columbia University (begins at 12:30 p.m.)

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1:30–1:45 p.m.

Hearing from you: Priorities moving forward

Jessica Brathwaite \ CCRC and CAPR

1:45–2:50 p.m.

Plenary panel

Driving the work forward

Building on discussions that took place throughout the conference, this panel will look ahead to the next big questions on developmental education for educators, policymakers, and researchers. What has the field learned? What do we need to know to launch the next generation of reforms?

Amy Kerwin \ Ascendium
Tatiana Melguizo \ Rossier School of Education, University of Southern California
James Minor \ Office of the Chancellor, California State University
Michael Schoop \ Cuyahoga Community College
Nikki Edgecombe \ CCRC and CAPR (moderator)

2:50–3:00 p.m.

Closing remarks

Alexander Mayer \ MDRC and CAPR
Nikki Edgecombe \ CCRC and CAPR