Interim Findings from an Evaluation of a Computer-Assisted, Modular Approach to Developmental Math
ModMath 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.
While 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. For example, only 20 percent of full-time, first-time degree-seeking students at...
A Look at MDRC’s Research
Forty percent of all entering college students and over half of entering community college students must take at least one remedial course. Fewer than half make it through developmental education. This two-page Issue Focus provides an overview of new research evidence in four areas of developmental education reform.
A Program That Almost Doubles Three-Year Graduation Rates
This infographic explains the City University of New York’s innovative ASAP program and the problems it addresses, summarizes MDRC’s study findings, and depicts the timeline for a replication effort at three Ohio community colleges.
Submitted to the U.S. Senate Committee on Health, Education, Labor, and Pensions
Following up on testimony delivered before the Senate Health, Education, Labor, and Pensions Committee on August 5, 2015, Lashawn Richburg-Hayes submitted additional information on opportunities for innovation in financial aid and student support services in the reauthorization of the Higher Education Act.
Presented Before the U.S. Senate Committee on Health, Education, Labor, and Pensions
On August 5, Lashawn Richburg-Hayes testified before the U.S. Senate Committee on Health, Education, Labor, and Pensions on what research evidence suggests about the best ways to improve the academic success of low-income college students.
MDRC’s Projects in Math for Low-Income Students, from Preschool to College
In our increasingly technological world, developing basic math skills is crucial. What can be done to promote more effective math education? This two-page issue focus describes a number of MDRC projects — from preschool to postsecondary education — that seek to improve the performance of low-income students in math.
Evidence from Three Studies
Results from three random assignment studies at New York City community colleges suggest that year-round financial aid can increase enrollment during the summer and winter sessions — and that summer and winter enrollment can help students earn more credits.
MDRC’s evaluation of CUNY’s ASAP, which showed that the program is doubling the graduation rate of students who start with developmental needs, has gained a lot of attention. Here are some of the most frequently asked questions we’ve received about ASAP and the study — as well as their answers.
Three-Year Effects of CUNY’s Accelerated Study in Associate Programs (ASAP) for Developmental Education Students
The City University of New York’s comprehensive ASAP program nearly doubles the three-year graduation rate for developmental education students in community college – at a lower cost per degree than regular services. ASAP also increases rates of transfer to four-year colleges.
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