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.
The Importance of Conducting Local Research and Building a Community of Practice for Developmental Education Professionals
In the first of a series of blogs from developmental educators, Katheryn McCoskey of Butler Community College writes about the need for educators to keep up with research on their field and study their local circumstances to improve outcomes for students.
In 2013, the Florida legislature passed a law eliminating placement test requirements for high school students and allowing them to decide whether they wanted to enroll in developmental education courses. This blog post describes research findings related to the reform, which indicate it has improved equity outcomes and accelerated student progress.
In this CAPR podcast, CCRC's Nikki Edgecombe, Susan Bickerstaff, and Elizabeth Ganga discuss how colleges could alter their academic and nonacademic supports to more effectively help all students.
Developmental Education Research from the League Conference: CUNY Start, English Learners, and Teaching
This post describes several developmental education reform efforts underway at colleges around the country. It highlights innovations including CUNY Start and Lesson Study.
Developmental education is not one-size-fits-all, and researchers across the country are examining the effectiveness of a variety of innovative approaches to remedial learning. These recent reports provide a snapshot of the latest major trends in developmental education reform and policy.
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.
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.