CAPR Link Roundup: Reform from East to West and in Between

With colleges around the country experimenting with reforms to developmental education, researchers are partnering with them to measure the effect of the changes. Today, we're rounding up some recent studies of developmental ed reforms, including Florida’s dramatic overhaul from 2013, California’s growing movement to reform placement and developmental pathways, and Virginia and North Carolina’s efforts to combine developmental reading and writing into one literacy-reinforcing discipline.

How Developmental Education Policy Gets Done

At CAPR's annual meeting on June 29, a discussion between CAPR’s Nikki Edgecombe, Dustin Weeden of the National Conference of State Legislatures, and Christina Whitfield of the State Higher Education Executive Officers Association turned up valuable insights for higher education reformers. CCRC Communications Specialist Elizabeth Ganga highlights the main points from this session.

The Unfulfilled Promise of Developmental Education: Effects, Problems, and Current Reforms

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.

The Next Frontier in Guided Pathways: Linking Developmental Education and Pathways Reforms

CCRC researchers Davis Jenkins, Hana Lahr, and John Fink outline changes colleges can make to help ensure that their institutional "guided pathways" reforms reach students referred to developmental education as well as those deemed college-ready.

Math for Life: Preliminary Results From the CAPR Study of Dana Center Mathematics Pathways

Elizabeth Zachry Rutschow summarizes findings from a recently released CAPR brief on the Dana Center Mathematics Pathways (DCMP) model, a promising new intervention that involves a revised developmental math course emphasizing statistical and quantitative reasoning skills.

Improving Assessment and Placement at California’s Community Colleges

Olga Rodríguez, a research fellow at the Public Policy Institute of California, describes how assessment and placement practices vary across the state's community colleges. This post is based on testimony given to the California State Senate Education Committee on April 19, 2017, on Senate Bill 319, which would require community colleges to inform incoming students about remediation policies and test preparation opportunities.

Moving to Multiple Measures

Vikash Reddy and Elisabeth Barnett, who recently authored a CAPR working paper on the use of multiple measures for assessment and placement, discuss data points that can be used in placing students, ways in which these measures can be combined, and more varied ways in which colleges might employ assessment results.

Go to Top