Curricular/Instructional Reforms

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.

Report

Early Findings from an Experimental Study of Multiple Measures Assessment and Placement

December, 2019
Dan Cullinan, Elisabeth A. Barnett, Elizabeth Kopko, Andrea Lopez, Tiffany Morton

This report examines colleges’ use of multiple measures to determine whether students take college-level or developmental education courses, a more accurate method than standardized placement exams. Using additional placement tests, high school transcripts, and student motivation evaluations places more students into credit-bearing courses, improving academic results and college completion rates.

Brief

Boot Camp at Tarrant County College

November, 2019

This study examined a “Boot Camp” program designed to reinforce basic mathematics functions for college students with limited math, reading, and writing skills, to prepare them for developmental-level courses. Three features made the program unique: computer-assisted, self-paced learning; a focus on individual learner progress; and in-class help from College-Readiness Advisors.

Report

Findings from the Dana Center Mathematics Pathways Impact Study

November, 2019
Elizabeth Zachry Rutschow, Susan Sepanik, Victoria Deitch, Julia Raufman, Dominique Dukes, Adnan Moussa

This instructional reform diversifies math course content so that it better aligns with students’ career interests. After three semesters, the reform increased developmental math students’ rates of taking and passing college-level math and accumulating math credits. Few effects have yet emerged on overall credit accumulation, degree receipt, or transfer to a four-year college.

Report

Findings from a National Survey and Interviews with Postsecondary Institutions

November, 2019
Elizabeth Zachry Rutschow, Maria Scott Cormier, Dominique Dukes, Diana E. Cruz Zamora

This report, based on a national survey of two- and four-year colleges, examines the current state of practices in developmental education assessment, placement, instruction, and support services offered to students. Reform efforts have accelerated, but new practices still reach less than half of students.

Brief

What Do We Know and What Are We Learning?

July, 2019

There is growing evidence that alignment between preschool and elementary school can help sustain the learning gains that children make in preschool. A new policy brief examines two large-scale, multiyear projects seeking to build rigorous evidence about the promise of aligning instruction from preschool through third grade.

Report

Findings from a Study of the Career Readiness Internship Program

June, 2019

Work-based learning opportunities vary widely across colleges and are rarely evaluated. Through the Career Readiness Internship (CRI) program, 33 colleges provided large numbers of low-income students with valuable career-focused internship experiences, and employers generally viewed the program positively. Nevertheless, CRI was difficult to maintain after its grant period ended.

Report

Integrating Workforce and College-Readiness Training into California’s Adult Basic Skills Programs

July, 2019

New models for adult education that integrate basic skills education with workforce and college-readiness training are catching on across the country. In this report, MDRC examines the development of these programs in California and suggests ways to expand these integrated models in adult basic skills programs across the state.

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