Selena Cho, Andrea Lopez Salazar & Julia Raufman | July 2025
This brief provides an overview of corequisite course models at three CUNY colleges and, using student focus group data, describes three factors that improved students’ experiences with corequisites and three factors that presented challenges for students.
Research on developmental education reform often provides evidence on the efficacy and cost of an intervention, but leaves out what revenue could be generated through increased student retention and degree attainment. MDRC's new Intervention Return on Investment tool can help college leaders estimate the costs and revenues associated with reform.
Florence Xiaotao Ran, a professor of higher education policy and CCRC affiliate, sat down with CAPR's Elizabeth Ganga to discuss findings from her study on corequisite support in Tennessee community colleges.
Research shows declining enrollment in remedial courses. In this blog post, New America's Tiffany Thai provides insight into whether this decline has been experienced equally among racial demographics and how recent developmental education reforms affect specific student populations.
As CAPR marks its tenth year, it’s time to reflect on the progress CAPR and the field has made and on the opportunities that lie ahead. Since its founding, CAPR has contributed to a transformation in thinking about best practices for developmental education.
In a new episode of MDRC’s Evidence First podcast, Leigh Parise talks with Nikki Edgecombe, a senior research scholar at CCRC who leads CAPR, and Michael Weiss, a senior fellow in postsecondary education at MDRC, about what has been learned about promoting equity in developmental education reform.
This blog post discusses the efforts that the National Conference on Acceleration in Developmental Education 2022 took to center equity, students, and data in conference proposals and proceedings.
In this essay, CCRC's Maggie P. Fay considers Varsity Blues, community colleges, and the unequal application of academic standards.
Discussions with faculty at November’s CAPR conference made one thing perfectly clear: Now is no time to rest. Faculty from colleges at all different stages of developmental education reform were considering what they could do next to help more students thrive.
Tiffany E. Taylor, associate program officer for the Board on Science Education at the National Academies of Sciences, Engineering, and Medicine, outlines strategies for making developmental mathematics reforms more equitable.