Researchers at the Center for Postsecondary Success at Florida State University break down their study on how institutions implemented corequisites and statewide student outcomes in light of HB 2223 and examine the relationships between corequisite intensity, structure, and student success in passing developmental courses and accumulating credits in the first year.
In this interview, Brandon Protas, assistant vice president for alliance engagement at Complete College America (CCA), discusses the state of the research on corequisite support and CCA's role in developmental education reform.
In this blog post, CAPR researchers discuss a new brief that looks at equity in placement reforms and provides strategies institutions can use to drive more equitable outcomes for students.
This blog post discusses the efforts that the National Conference on Acceleration in Developmental Education 2022 took to center equity, students, and data in conference proposals and proceedings.
This blog post provides an overview of two new CAPR briefs looking at informed self-placement (ISP), a placement system which focuses on educating students about a college’s curriculum and available courses and then asks them to reflect on their skills and experiences before deciding their own placement.
This blog post summarizes a new CAPR brief looking at the findings for students three years after they started participating in an early version of the Dana Center Math Pathways (DCMP) program.
There is an urgent need to support faculty to meaningfully change their teaching practice, but few professional development models in higher education have been shown to successfully do so. To fill the gap, this post describes efforts to adapt lesson study, a professional development approach used in K-12, for use in developmental mathematics in college.
This blog post looks back at the first six years of CAPR's research and describes what's next for the center, including a suite of new projects and research questions focused on which developmental education reforms, policies, and practices work for whom.
Placement tests relegate students who could succeed in college-level courses to remedial classes, impeding their progress toward a community college credential. This blog post argues that it's time to recognize the hard work incoming students have already put in and place everyone in college-level courses.
To close persistent racial and socioeconomic achievement gaps, structural changes to developmental education should be combined with strategies that address engagement between students and their instructors.