CAPR Blog
“I Learned How to Ask Questions When I’m in Doubt”: How Math Pathways Transformed One Student’s Relationship with Math
For students returning to college after a multiyear gap, the prospect of taking a mathematics course can be incredibly intimidating—but it doesn’t have to be. The Foundations of Mathematics course aims to transform the math experience by focusing on real-world problems, and for Gabriela Patino, a student at El Paso Community College, it made all the difference.
Three Compatible Reforms for Increasing College Success: Corequisite Math Remediation, Dana Center Mathematics Pathways, and Guided Pathways
Alexandra Logue, a research professor at the City University of New York, discusses three curricular innovations taking place at community colleges and how they can be used together to provide comprehensive reform that maximizes student success.
Assessing College Readiness Using Multiple Measures: Is It Better for Students?
Elisabeth Barnett describes the major takeaways from a newly released CAPR report that examines early outcomes from a study of alternative placement systems at seven community colleges in the State University of New York system.
Combining Opportunity and Obligation to Overcome Multiple Student Barriers in College
Alexander Mayer, deputy director for postsecondary education at MDRC and co-principal investigator at CAPR, describes the potential of comprehensive programs such as CUNY's Accelerated Study in Associate Programs (ASAP) to improve outcomes for developmental education students. This post is adapted from testimony given before the New Jersey State Assembly Higher Education Committee on May 7, 2018.
The Maryland Mathematics Reform Initiative: Leveraging Bad News for Good Purposes
Nancy Shapiro, associate vice chancellor for education and outreach for the University System of Maryland, describes Maryland's math pathways initiative, how the reform's leaders took advantage of a First in the World grant from the U.S. Department of Education, and lessons learned from the work.
The Case for Corequisites: What Are the Ingredients of Success?
Lindsay Daugherty, a policy researcher at RAND Corporation, discusses five reasons why corequisite models of developmental education may be successful, based on the perspectives of faculty, administrators, and students in Texas.