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.
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.
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.
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.
Early Outcomes of Texas Community College Students Enrolled in Dana Center Mathematics Pathways Prerequisite Developmental Courses
Lauren Schudde and Akiva Yonah Meiselman | August 2019
This study examines whether students participating in Dana Center Mathematics Pathways (DCMP) developmental courses enroll in and pass college-level math courses at higher rates than students who take traditional developmental math courses.
Elizabeth Ganga and Amy Mazzariello | April 2019
This brief, written in conjunction with the Education Commission of the States, describes the evidence for multiple measures placement and offers an overview of the types of multiple measures placement systems used across the country.
By Elizabeth Ganga and Amy Mazzariello | October 2018
This brief, written in collaboration with the Education Commission of the States, describes three math pathways models, lays out the evidence for their effectiveness, and gives recommendations for the effective implementation of math pathways.
By Elisabeth A. Barnett, Peter Bergman, Elizabeth Kopko, Vikash Reddy, Clive R. Belfield, and Susha Roy, with Dan Cullinan | September 2018
This report examines the implementation of a multiple measures placement system at seven State University of New York colleges and presents results on first-term impacts.
Making It Through: Interim Findings on Developmental Students’ Progress to College Math with the Dana Center Mathematics Pathways
By Elizabeth Zachry Rutschow | July 2018
This brief provides a preliminary look at the experimental results of the Dana Center Mathematics Pathways (DCMP) model, developed by the Charles A. Dana Center at the University of Texas at Austin. Program group students made strides in both enrolling in and passing college-level math during their second and third semesters, indicating that the DCMP is helping students reach a critical college milestone.