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.
What Do We Know and What Do We Need to Know?
This working paper, prepared for a conference sponsored by the Institute for Research on Poverty at the University of Wisconsin-Madison, reviews evidence about the effectiveness of two strategies to strengthen family relationships and fathers’ involvement with their children: fatherhood programs aimed at disadvantaged noncustodial fathers and relationship skills programs for parents who are together.
The Policy and Practice of Assessing and Placing Students in Developmental Education Courses
This paper reports on case studies conducted at three community colleges to learn about how the colleges assess students for placement in developmental education courses. The case studies identify several problems and challenges, including lack of consensus about the standard for college-level work, the high-stakes nature of the assessments, and the minimal relationship between assessment for placement and diagnosis for instruction.