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Evan Weissman
Operations Associate
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Learning Communities for Students in Developmental English
Impact Studies at Merced College and The Community College of Baltimore County
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Published with the National Center for Postsecondary Research
2012. Evan Weissman, Dan Cullinan, Oscar Cerna, Stephanie Safran, and Phoebe Richman with Amanda Grossman.
Two colleges implemented semester-long learning communities linking developmental English with a range of other courses. At Merced, learning communities students earned more developmental English credits and passed more English courses than a control group. At CCBC, there were no meaningful impacts on students’ credit attempts or progress. Neither college’s program had an impact on persistence or on cumulative credits earned.
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Getting Ready for College
An Implementation and Early Impacts Study of Eight Texas Developmental Summer Bridge Programs
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Published by the National Center for Postsecondary Research
2011. Heather D. Wathington, Elisabeth A. Barnett, Evan Weissman, Jedediah Teres, Joshua Pretlow, and Aki Nakanishi, with Matthew Zeidenberg, Madeline Joy Weiss, Alison Black, Claire Mitchell, and John Wachen.
For entering college students with low basic skills, eight intensive summer programs provided accelerated instruction in math, reading, and/or writing; academic support; a “college knowledge” component; and the opportunity to receive a $400 stipend. Early results suggest that participants were more likely to pass entry-level college courses in math and writing.
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Learning Communities for Students in Developmental Math
Impact Studies at Queensborough and Houston Community Colleges
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Published with the National Center for Postsecondary Research
2011. Evan Weissman, Kristin F. Butcher, Emily Schneider, Jedediah Teres, Herbert Collado, and David Greenberg with Rashida Welbeck.
Learning communities, which co-enroll small groups of students into linked courses, are a popular strategy for helping developmental students at community colleges succeed. This report examines the impacts of one-semester learning communities for developmental math students at Queensborough Community College and Houston Community College. At both colleges, students in learning communities attempted and passed their developmental math class at higher rates than students in a control group. However, this impact generally did not translate into increased cumulative progress in math by the end of two or three semesters.
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Promoting Partnerships for Student Success
Lessons from the SSPIRE Initiative
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2009. Evan Weissman, Oscar Cerna, Christian Geckeler, Emily Schneider, Derek V. Price, and Thomas J. Smith.
This report describes how community colleges in California that participated in the Student Support Partnership Integrating Resources and Education (SSPIRE) initiative took steps to better serve low-income and underprepared students by integrating student support services with academic instruction.
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Changing to a Work First Strategy
Lessons from Los Angeles County’s GAIN Program for Welfare Recipients
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1997. Evan Weissman.
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