A December webinar shared findings from three projects on developmental education reform in Arkansas, Louisiana, and the City University of New York system. A panel of representatives from each system shared their perspectives on scaling corequisite implementation in their colleges.
As CCRC's research on corequisites continues, researchers find that students are voicing similar experiences across colleges. In this blog post, CCRC researchers share common student perspectives and suggestions on how to better support corequisite students.
After more than fifteen years at CCRC, Nikki Edgecombe will be joining ECMC Foundation. Elizabeth Ganga had the opportunity to talk with her about her time at CCRC and where she’s headed next.
In order to close equity gaps in developmental math, colleges must address the specific challenges that less privileged students face, including stereotype threat and instructor bias.
In this new blog post, CCRC's Florence Xiaotao Ran describes recent findings on corequisite remediation and poses three vital questions for moving the field forward.
