At CAPR's annual meeting on June 29, a discussion between CAPR’s Nikki Edgecombe, Dustin Weeden of the National Conference of State Legislatures, and Christina Whitfield of the State Higher Education Executive Officers Association turned up valuable insights for higher education reformers. CCRC Communications Specialist Elizabeth Ganga highlights the main points from this session.
Di Xu, an assistant professor at the University of California, Irvine, discusses her recent study on how outcomes differ for lower and higher level developmental students, and what colleges are doing to improve developmental education outcomes.
CCRC researchers Davis Jenkins, Hana Lahr, and John Fink outline changes colleges can make to help ensure that their institutional "guided pathways" reforms reach students referred to developmental education as well as those deemed college-ready.
August 29, 2017 | CAPR Webinar: Algorithm Development and Sustainability
This CAPR webinar discussed how colleges can develop and compute an algorithm geared towards higher efficacy in developmental placement using historical data. A recording of the webinar is available for streaming.
August 9, 2017 | State Higher Education Executive Officers (SHEEO) Higher Education Policy Conference
In this session, researchers from MDRC and CCRC along with policy and evaluation staff from the Dana Center described how they are supporting and researching the process of implementing math pathways.
Report: Rethinking Developmental Math in Texas CCs
Elizabeth Zachry Rutschow summarizes findings from a recently released CAPR brief on the Dana Center Mathematics Pathways (DCMP) model, a promising new intervention that involves a revised developmental math course emphasizing statistical and quantitative reasoning skills.
From Remedial to 'Co-requisite'
Several states are considering major changes to dev ed. Find out what's on the legislative docket, get the latest findings on reforms in CUNY and Oregon community colleges, and more in our CAPR link roundup.
By Elizabeth Zachry Rutschow, John Diamond, and Elena Serna-Wallender | May 2017
A promising new community college intervention—the Dana Center Mathematics Pathways—involves a revised developmental math course that emphasizes statistical and quantitative reasoning skills to align with students’ fields of study. In a random assignment evaluation at four colleges in Texas, students report a qualitatively different experience with math instruction.