Curricular/Instructional Reforms

Issue Focus

Supporting Teachers’ Use of Technology for Remote Instruction

August, 2020

As the need for distance learning in some form continues due to COVID-19, lessons from an intervention that integrates technology coaching into a curriculum can help schools create support structures for teachers adopting new digital tools and could lead to significant gains in student learning.

Working Paper

How CUNY Start Reshaped Instruction for Students Referred to Developmental Mathematics

June, 2019
Susan Bickerstaff, Nikki Edgecombe

Using data from interviews, classroom observations, an instructor survey, and curricular materials, this paper describes four key features of the CUNY Start mathematics instructional approach, paying particular attention to how these features differ from traditional developmental education.

Working Paper

Learning from CUNY Start

May, 2020
Maria Scott Cormier, Susan Bickerstaff

This paper describes the professional development model used in CUNY Start, a program developed at the City University of New York to support entering students identified as academically underprepared in literacy and mathematics.

Issue Focus

Adapting the Evidence for 2020 and Beyond

June, 2020

MDRC has studied a number of strategies for helping students stay in college and succeed there. Lessons from some of these models may be readily adapted to support students and close equity gaps now and after the COVID-19 pandemic. This Issue Focus offers three lessons taken from MDRC’s evaluations.

Issue Focus

Three Insights from Research

June, 2020

The COVID-19 pandemic means community colleges cannot administer in-person tests to determine whether students must take developmental (remedial) courses. But some colleges were already using multiple pieces of information for course placement, rather than a single test score. This brief offers three relevant insights from research on these placement systems.

Report

Interim Implementation and Impact Findings from New York City’s P-TECH 9-14 Schools

May, 2020

This report evaluates a program focused on preparing students for college and career. Based on partnerships among high schools, community colleges, and employers, the program offers accelerated high school course work, early college, and work-based learning experiences. The findings suggest that students are meeting the benchmarks they need to succeed.

Report

A Study of a Transition Program Serving Students with Low Math Skills at a Community College

March, 2020
Angela Boatman, Oscar Cerna, Kayla Reiman, John Diamond, Mary Visher, Elizabeth Zachry Rutschow

A four-week course to prepare students for developmental-level math did not attract many students who were referred to it. While some participants gained needed skills, most did not complete the course or move on to developmental math, and communication about the course among staff, faculty, advisors, and students was inconsistent.

Report

Three-Year Results from the Accelerated Study in Associate Programs (ASAP) Ohio Demonstration

January, 2020

This report presents findings through three years from a replication of the City University of New York Accelerated Study in Associate Programs model at three community colleges in Ohio. The Ohio programs nearly doubled degree receipt through three years and led to an increase in transfers to four-year colleges.

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