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.
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.
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.
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.
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.
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.
One goal we have for the new CAPR blog is to highlight new and interesting studies on developmental education—from both inside and outside of CAPR, CCRC, and MDRC—and other resources for researchers and college officials seeking to understand dev ed and work on reforms. Here’s the latest.