This blog post looks back at the first six years of CAPR's research and describes what's next for the center, including a suite of new projects and research questions focused on which developmental education reforms, policies, and practices work for whom.
To close persistent racial and socioeconomic achievement gaps, structural changes to developmental education should be combined with strategies that address engagement between students and their instructors.
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.
In this Q&A, Harvard Graduate School of Education Dean Bridget Terry Long describes how her research intersects with developmental education and what equitable education funding looks like.
In this blog post, Lauren Schudde describes findings from the research brief on math pathways that she coauthored with Akiva Yonah Meiselman and explains why it is imperative for colleges to use an equity lens when considering developmental education reform.