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.
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.
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.
Rationale, Sites, and Research Design
Launched in 2007 by MDRC and the National Center for Postsecondary Research, the Learning Communities Demonstration is testing models of this promising approach in six community colleges in five states. This report describes the research design, including information about the colleges and their models, the random assignment process, data sources, analysis plans, and reporting schedule.