About MDRC
Headlam’s work at MDRC spans project management, program operations, and qualitative data collection and analysis. She currently serves as the project manager and conducts qualitative research for The Encouraging Additional Summer Enrollment (EASE) Project and contributes to implementation research for the Accelerated Study in Associate Programs (ASAP) Ohio Demonstration. Headlam also has supported operations and implementation research for the Developmental Education Acceleration project. In addition, she coordinates MDRC’s Quality Assurance and Risk Management program. Previously, Headlam served as a college success adviser for a community-based organization. She holds a bachelor’s degree in psychology from Cornell University.
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MDRC Publications
Using Behavioral Science to Encourage Postsecondary Summer Enrollment
July, 2018Community college students who enroll in summer courses are more likely to graduate, but most do not attend during the summer. The Encouraging Additional Summer Enrollment (EASE) project uses insights from behavioral science to encourage more students to enroll in summer. This brief presents EASE’s Phase I findings.
Interim Findings from an Evaluation of a Computer-Assisted, Modular Approach to Developmental Math
June, 2016ModMath is a set of computer-assisted, modular courses that allow developmental (remedial) math students in community college to earn credits incrementally and move through the curriculum at their own pace. It was well implemented, and after one semester its students were closer to completing developmental math than a control group.
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Other Publications
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Projects
The Encouraging Additional Summer Enrollment (EASE) Project is a new initiative to improve community college persistence and completion in Ohio. The project will apply insights from behavioral science to design targeted messaging and financial incentives that encourage students to enroll in courses during the summer term.
Colleen Sommo, Michael J. Weiss, Michelle Ware, Melissa Boynton, Michelle S. Manno, Alyssa Ratledge, Camielle HeadlamWhile the U.S. has made strides in increasing college access among low-income students, college completion has remained low. Graduation rates are particularly stagnant among our nation’s community colleges, which enroll a large number of low-income and nontraditional college students.
Even though enrollment in community colleges is steadily increasing, graduation and transfer rates remain disappointingly low. Developmental (or remedial) math is arguably the greatest stumbling block to community college completion.