In this commentary, originally published in Community College Daily, President Marcia Ballinger of Lorain County Community College describes how Lorain’s comprehensive student success program, SAIL, has persevered during the pandemic — and offered lessons for school’s overall response to COVID-19.
What States and Colleges Need to Know
Colleges, researchers, and advocates believe innovation and change are needed in developmental (remedial) education, because developmental courses have low success rates and because many of their students ultimately drop out. This brief summarizes research on developmental education and provides summaries of findings and implications for state and college practices.
In this commentary, which originally appeared in Spotlight on Poverty and Opportunity, MDRC’s Alex Mayer and Alyssa Ratledge describe evidence-backed strategies that colleges can employ this fall to help students stay engaged.
Many schools are using technology-based tools to generate career recommendations and supplement the capabilities of their guidance departments. MDRC has partnered with two technology companies to test whether their career-advising software programs are viable tools for equitably supporting students as they identify and pursue future careers.
Supporting Teachers’ Use of Technology for Remote Instruction
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.
This paper summarizes ASAP’s long-term effects and the educational investment in students associated with its services. The program helped students graduate faster, boosted graduation rates by 30 percent, and increased the financial aid students received.
Adapting the Evidence for 2020 and Beyond
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.
Learning from CUNY Start
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.
Providing Remote Support Services to College Students
SUCCESS, a comprehensive coaching program designed to improve college graduation rates among low-income students, has quickly transitioned during the pandemic. It is offering virtual advising appointments, adapting meeting topics to include tips for distance learning, and connecting students with local resources including food, health care, and emergency financial aid.
Toward Better College Completion Rates
MDRC has developed a body of rigorous evidence on interventions designed to help low-income college students succeed. This issue brief draws six lessons from that work for colleges and policymakers as they seek to improve college completion rates.