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.
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.
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.
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.
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.
By Elizabeth Ganga, Amy Mazzariello, and Nikki Edgecombe | February 2018
This brief, written in collaboration with the Education Commission of the States, discusses the importance of and challenges surrounding developmental education and suggests ways in which policymakers can address these challenges.
By Rebecca Natow, Vikash Reddy, and Markeisha Grant | September 2017
Drawing from semi-structured interviews with key personnel at several colleges, this paper explores how technology is integrated into developmental education programming, what challenges institutions have encountered relating to the technology, and what considerations institutional leaders take into account when deciding whether and how to integrate technology in developmental education. A version of this paper was published in the Community College Journal of Research and Practice.