Measuring Progress on Developmental Education
Measuring Progress on Developmental Education
Gaining Ground: Findings from the Dana Center Mathematics Pathways Impact Study
By Elizabeth Zachry Rutschow, Susan Sepanik, Victoria Deitch, Julia Raufman, Dominique Dukes, and Adnan Moussa | November 2019
This report examines how four Texas community colleges implemented Dana Center Mathematics Pathways (DCMP) and the impact of DCMP on student outcomes over as many as four semesters. Costs of the initiative and student perspectives are also discussed.
Dana Center Math Pathways Boosts Rates of Completion of Developmental Math and of College-Level Math Courses
A new CAPR report examines how four Texas community colleges implemented Dana Center Mathematics Pathways (DCMP) and the impact of DCMP on student outcomes over as many as four semesters. Costs of the initiative and student perspectives are also discussed.
Content and Connections: Students’ Responses to a Hybrid Emporium Instructional Model in Developmental Mathematics
By Angela Boatman and Jenna W. Kramer | November 2019
Based on focus groups, this paper examines how developmental math students at six public colleges in Tennessee experienced the hybrid emporium model, which emphasizes computer-based instruction. Students reported cognitive and social accessibility benefits.
Computer-Based Math Remediation: Evidence from Technology-Centered Instruction in Two-Year and Four-Year Colleges
By Angela Boatman | November 2019
Using statewide public college data from Tennessee and a difference-in-differences analytical model, this paper examines the effects of adopting a hybrid emporium developmental math model on student outcomes.
Dev Ed Reforms Grow, But Not at Scale
Dev Ed Reforms Grow, But Not at Scale
Source: Community College Daily
Documenting the Spread of Developmental Education Reform
Dominique Dukes, a research assistant at MDRC, discusses highlights from CAPR's new report on developmental education practices at broad-access two- and four-year colleges across the country.
The Changing Landscape of Developmental Education Practices: Findings from a National Survey and Interviews with Postsecondary Institutions
By Elizabeth Zachry Rutschow, Maria Scott Cormier, Dominique Dukes, and Diana E. Cruz Zamora | November 2019
This report documents developmental education practices used in broad-access two- and four-year colleges across the country based on a 2016 survey of public two- and four-year colleges and private, nonprofit four-year colleges as well as interviews with institutional and state leaders.
National Survey of Two- and Four-Year Colleges Shows Rise in Developmental Education Reform, Yet New Practices Typically Reach Less Than Half of Students
A new CAPR report describes findings from a national survey of two- and four-year colleges. Researchers found developmental education reform has accelerated, with a notable 30-percentage-point increase in the use of alternative assessment measures (like grade point averages), rather than only on standardized tests.