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Early Experiences of Three Institutions
This report from the Community College Research Center and MDRC describes how three institutions — University of North Carolina, Charlotte; California State University, Fresno; and Montgomery County Community College in Pennsylvania — are implementing comprehensive, technology-based advising reforms, including detailed examples of new advising practices, outreach methods, and messages to students.
Early Findings from a CUNY Start Evaluation
To help City University of New York (CUNY) students referred to developmental (remedial) education, CUNY Start delays their enrollment in a degree program for one semester of intensive instruction. This report describes students’ progress through developmental education after one semester, and college enrollment in the semester thereafter.
An Evaluation of Achieving the Dream in Washington State
In 2006, six community and technical colleges in Washington State joined the innovative Achieving the Dream (ATD) initiative. This report describes the progress they made in implementing ATD’s “culture of evidence” principles for institutional improvement, examines strategies they implemented to improve student success, and charts trends in student outcomes before and after they joined ATD.
Report on Program Impacts, Program Fidelity, and Contrast
The Content Literacy Continuum combines whole-school and targeted approaches to supporting student literacy and content learning, using instructional routines and learning strategies. This report describes implementation and impact findings from a random assignment study involving 33 high schools in nine school districts.
Two reports offer findings on the effectiveness of learning communities, a popular strategy that places small cohorts of students together in two or more thematically linked courses, usually for a single semester, with added support, such as extra advising or tutoring.
A Synthesis of Findings from Six Community Colleges
This report looks at the short-term impacts of 174 one-semester learning communities for developmental students at six community colleges. On average, the programs produced a modest impact on credits earned.
Six-Year Effects of a Freshman Learning Community Program at Kingsborough Community College
Students who participated in a one-semester learning community, in which small groups of student took three linked classes together and received other extra services, were more likely to have graduated six years later. The program also proved to be cost-effective.
Early Results from an Evaluation of Accelerated Study in Associate Programs (ASAP) for Developmental Education Students
The City University of New York’s ASAP program requires full-time attendance and offers comprehensive supports to community college students for three full years. Early results from a random assignment study show that ASAP increases credits earned, full-time enrollment, and completion of developmental (or remedial) coursework.
An Impact Study of Eight Developmental Summer Bridge Programs in Texas
Eight developmental summer bridge programs offered accelerated and focused learning opportunities for entering college students with low skills in Texas. An evaluation shows positive impacts on introductory college-level course completion in math and writing, which faded by the end of two years. The programs had no impact on persistence or the average number of credits students attempted or earned.
An Impact Study of a Student Success Course at Guilford Technical Community College
A random assignment study of a student success course for developmental students finds positive effects on students’ self-management, self-awareness, and engagement in college. The program had few overall effects on students’ academic achievement, although there were some positive impacts for the first group of students to enter the study.
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