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.
A Program That Almost Doubles Three-Year Graduation Rates
This infographic explains the City University of New York’s innovative ASAP program and the problems it addresses, summarizes MDRC’s study findings, and depicts the timeline for a replication effort at three Ohio community colleges.
Seven Years Later
This paper presents the long-term effects of a learning communities program. The program’s positive effect on credit accumulation was maintained for seven years, and there is some evidence that graduation rates increased. Economic outcomes are examined, and sobering reflections on detecting effects on economic outcomes in higher education interventions are presented.