Thursday, November 21
Welcome and introduction to CAPR
Nikki Edgecombe \ CCRC and CAPR
James Benson \ Institute of Education Sciences, U.S. Department of Education
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
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.
11:00 a.m.–12:15 p.m.
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.)
Insights from the Strong Start to Finish network
Christopher Mullin \ Strong Start to Finish, Education Commission of the States
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
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.
Day 1 recap
Evan Weissman \ MDRC and CAPR
Friday, November 22
Welcome and remarks
Thomas Brock \ CCRC and CAPR
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
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?
10:45 a.m.–12:00 noon
12:00 noon–1:30 p.m.
Reflections on the past, new directions for the future
Thomas Bailey \ Teachers College, Columbia University (begins at 12:30 p.m.)
Hearing from you: Priorities moving forward
Jessica Brathwaite \ CCRC and CAPR
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?