Florence Xiaotao Ran, a professor of higher education policy and CCRC affiliate, sat down with CAPR's Elizabeth Ganga to discuss findings from her study on corequisite support in Tennessee community colleges.
Research shows declining enrollment in remedial courses. In this blog post, New America's Tiffany Thai provides insight into whether this decline has been experienced equally among racial demographics and how recent developmental education reforms affect specific student populations.
As CAPR marks its tenth year, it’s time to reflect on the progress CAPR and the field has made and on the opportunities that lie ahead. Since its founding, CAPR has contributed to a transformation in thinking about best practices for developmental education.
In 2017, Arkansas changed its policy to allow colleges to place new students into developmental or college-level math and English using multiple measures assessment. This Q&A discusses how research influenced a 2023 update to the guidance.
In a new episode of MDRC’s Evidence First podcast, Leigh Parise talks with Nikki Edgecombe, a senior research scholar at CCRC who leads CAPR, and Michael Weiss, a senior fellow in postsecondary education at MDRC, about what has been learned about promoting equity in developmental education reform.
The second post in a series on multiple measures assessment (MMA) in a corequisite remediation context, this blog post explores survey results that provide the first update on the increased reach of major developmental education reforms since 2016.
This blog post explores survey results to see if students who use AI for their assignments feel they are able to learn and connect with classroom material, and whether they feel AI affects their writer's voice and ability to think critically.
Several recent research publications look at how reforms to the structure of developmental education combine with other reforms and supports to make a bigger difference for students. This blog shares resources to learn more about developmental education and transfer, developmental education and success coaching, and ESL reforms in California, along with several reports on corequisite courses.
In a recent webinar, Elizabeth Kopko and Susan Sepanik of CAPR, along with Sharon Fox of NorthWest Arkansas Community College and Nancy Shapiro of the University System of Maryland, discussed the long-term results of two studies on developmental education reforms and how colleges and systems have changed their policies and practices in response to the findings.
In this podcast discussion with CCRC’s Elizabeth Ganga, CCRC and CAPR researchers Elizabeth Kopko and Hollie Daniels explain what they found when they looked at the data after nine semesters and what educators and policymakers should take from the research.