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.
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.
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.
Several states are considering major changes to dev ed. Find out what's on the legislative docket, get the latest findings on reforms in CUNY and Oregon community colleges, and more in our CAPR link roundup.
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.
Maggie Fay of CCRC discusses lessons learned from SAILS, a computer-mediated developmental math program implemented at high schools and community colleges in Tennessee.
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.
CAPR Director Thomas Bailey writes about the recommendations in the Department of Education's practice guide on developmental education. Of the six recommended practices discussed in the report, the implementation of comprehensive, integrated, and long-lasting support programs was backed by the strongest evidence and had the biggest impacts.
Here are some additional resources about remedial ed. If you have any thoughts on the research or additional studies worth noting, send us a message on Twitter at @CAPR_deved.