Curricular/Instructional Reforms

October, 2018

This paper reports outcomes for community college students who took modularized, self-paced, computer-assisted, remedial math courses with outcomes of students who took “traditional” (that is, mostly lecture-based) classes. Modularized courses were no more (or less) effective than traditional courses at helping students complete their developmental math requirements.

An Implementation and Early Impacts Report

September, 2018
Elisabeth A. Barnett, Peter Bergman, Elizabeth Kopko, Vikash Reddy, Clive Belfield, Susha Roy

Early findings show that using multiple measures to assess college readiness reduces the number of students placed in remedial classes and increases the number who enroll in and complete college-level math and English.

Early Findings from a CUNY Start Evaluation

July, 2018
Susan Scrivener, Himani Gupta, Michael J. Weiss, Benjamin Cohen, Maria Scott Cormier, Jessica Brathwaite

To help City University of New York (CUNY) students referred to developmental (remedial) education, CUNY Start delays their enrollment in a degree program for one semester of intensive instruction. This report describes students’ progress through developmental education after one semester, and college enrollment in the semester thereafter.

A Guide to Launching a Multiple Measures Assessment System

July, 2018
Dan Cullinan, Elisabeth A. Barnett, Alyssa Ratledge, Rashida Welbeck, Clive Belfield, Andrea Lopez

To address underplacement, in which students who could succeed in college-level courses are directed into developmental education, community colleges have begun supplementing the typical placement test with measures like high school GPA and noncognitive assessments. This guide walks colleges through the process and pitfalls of undertaking this kind of reform.

Interim Findings on Developmental Students’ Progress to College Math with the Dana Center Mathematics Pathways

July, 2018

This community college reform directs remedial math students into accelerated course sequences focused on statistics or quantitative reasoning, depending on their programs of study. In a random assignment evaluation, students in the pathways group are enrolling in and passing college-level math at a higher rate than students in traditional courses.

Testimony of Alexander Mayer, Deputy Director, Postsecondary Education, MDRC, Before the New Jersey State Assembly Higher Education Committee

May, 2018

On May 7, Alex Mayer discussed the challenge of developmental education for low-income college students in New Jersey and nationwide, citing recent innovations and growing evidence about what works to overcome barriers to college success. The strongest programs integrate several strategies, combining opportunity and obligation to address multiple student barriers.

Implementation and Outcome Findings for the AVID Central Florida Collaborative Study

March, 2018
Susan Sepanik, Stephanie Safran, Larissa Saco

Implemented in eight secondary schools and a local college, this program was designed to build students’ college preparedness by training instructors in shared teaching strategies and best practices, strengthening academic rigor in the classroom, and promoting collaboration and consistency in teaching and study strategies across grades and schools.

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