A Q&A with CAPR Keynote Speaker Thomas Bailey
In this Q&A, Teachers College President Thomas Bailey describes the evolution of developmental education research and previews his keynote address at the CAPR conference.
Integrated Education and Training in Clark State’s Advanced Manufacturing Program
Clark State Community College in Springfield, Ohio, developed the state's first I-BEST-like approach to basic skills development in its advanced manufacturing program. This blog post describes the college's experience and lessons learned.
A Q&A with CAPR Keynote Speaker Bridget Terry Long
In this Q&A, Harvard Graduate School of Education Dean Bridget Terry Long describes how her research intersects with developmental education and what equitable education funding looks like.
Strong Start to Finish: Who, What, and Why
Christopher Mullin, director of Strong Start to Finish at the Education Commission of the States, describes how this network of experts promotes change at scale within the developmental education space.
Implementation Lessons and Early Impacts from Two Multiple Measures Assessment Studies
November 9, 2019 | Association for Public Policy Analysis & Management (APPAM) Conference
In this session, researchers explained why there is a need to change assessment and placement practices and share information on approaches to developing and testing alternative strategies based on data analytics.
Strong Developmental Education Is Critical to Students and Society
Improving developmental courses should be a top priority in higher education, writes Peter Adams, a professor emeritus at the Community College of Baltimore. Here, Adams explains why these courses are so vital and offers suggestions for making them better.
Is Early Start a Better Start? Evaluating California State University’s Early Start Remediation Policy
Michal Kurlaender, Lester Lusher, and Matthew Case | October 2019
In this working paper released by the IZA Institute of Labor Economics, the authors estimate the impact of Early Start summer remediation relative to both traditional fall remediation and relative to no remediation at all.
Examining Developmental Education Practices in Broad-Access Four-Year Institutions
November 16, 2019 | Association for the Study of Higher Education (ASHE) 2019
This presentation at ASHE 2019 explored developmental education in broad-access four-year universities and examine how institutions continue to support underprepared students.
The Importance of Examining Placement Practices When Reforming Developmental Math
In this blog post, Lauren Schudde describes findings from the research brief on math pathways that she coauthored with Akiva Yonah Meiselman and explains why it is imperative for colleges to use an equity lens when considering developmental education reform.
Changing Math Instruction for Students Referred to Developmental Mathematics: Findings from Two Studies
October 10, 2019 | ISETL Conference on Innovative Higher Education Pedagogy
This presentation included findings from two evaluations of programs designed to improve outcomes for students referred to developmental mathematics, in part through conceptually oriented instruction.