This brief from the Center for the Analysis of Postsecondary Readiness, a project of the Community College Research Center and MDRC, presents four case studies on how community college state systems changed course placement policies and supported new placement practices in the midst of the pandemic.
Boot Camp at Tarrant County College
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.
Engagement in New York City’s Kindergarten Application
Parents applying to kindergarten today must follow multiple steps. Identifying families who do not apply can help a school system improve its application process and can help it target families who need support. MDRC partnered with the New York City Department of Education to conduct this sort of diagnosis.
Two-Year Findings from the ASAP Ohio Demonstration
The highly successful Accelerated Study in Associate Programs (ASAP), developed by the City University of New York, has been shown to nearly double graduation rates after three years. This brief presents results after two years from a replication of ASAP at three community colleges in Ohio.
A Case Study of Lorain County Community College’s Comprehensive Student Success Program
In 2014, Lorain County Community College launched Students Accelerating in Learning (SAIL), a comprehensive student success program that is substantially improving persistence and graduation rates among low-income students. This brief describes the steps Lorain took to fund and institutionalize SAIL that are now making it easier to sustain the program.
Interim Findings on Developmental Students’ Progress to College Math with the Dana Center Mathematics Pathways
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.
In an effort to help students whose academic careers stall in remedial courses, community colleges are addressing both their approaches to placement and their traditional course structure. The use of multiple measures to assess college readiness is increasing, and several instructional reforms are gaining traction.
New Approaches to Serving the Lowest-Skilled Students at Community Colleges in Texas and Beyond
Faced with many applicants with very low math skills, community colleges are responding with a variety of reforms, including restricting developmental courses to students with high-school-level skills. This brief provides context for the policy changes and describes the alternatives two colleges offer to those who don’t make the cut.
Introducing ExCEL P-3, a Study from the Expanding Children’s Early Learning Network
The ExCEL Network, a collaboration of researchers, preschool providers, and local officials, is exploring how benefits of early childhood interventions persist. The ExCEL P-3 project examines whether one preschool program, reinforced by a system-wide alignment of instruction into elementary school, has impacts on a range of skills through third grade.
Building a School Choice Architecture
As school choice systems expand, district enrollment offices are striving to make the choice process accessible and clear for families. This practitioner brief offers lessons for supporting families through the sequence of decisions involved as they engage in the process, search for information, and compare and select schools.