Phoebe
Richman
  • MDRC Publications

      Impact Studies at Merced College and The Community College of Baltimore County

      February, 2012
      Evan Weissman, Dan Cullinan, Oscar Cerna, Stephanie Safran, Phoebe Richman

      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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