Publications

This edition of Inside Out, a publication of CCRC's Scaling Innovation project, outlines a three-part framework for colleges looking to adopt and adapt a developmental education reform.

This paper uses student-level data from a statewide community college system to examine the validity of placement tests and high school information in predicting course grades and college performance.

This paper analyzes the predictive validity of one of the most commonly used placement exams using data on over 42,000 first-time entrants in a large, urban community college system.

This inaugural edition of Inside Out, a publication of CCRC's Scaling Innovation project, provides an introduction to the project and its partners.

This paper examines the role of entry assessment and its implementation, the validity of common assessments, and emerging directions in assessment policy and practice.

This literature review explores the evidence on the effects of acceleration on student outcomes and describes the various acceleration models that are used with developmental education students.

The I-BEST program at Washington State's community and technical colleges integrates basic skills education with vocational training and has increased completion rates for participating students.

This paper reviews the evidence base for pedagogical reforms in the developmental mathematics classroom, examining the theoretical and empirical evidence on six innovative instructional approaches.

This paper provides evidence on the potential efficacy of a contextualized approach in helping students develop an important academic skill, written summarization.

Prepared for the 2010 White House Summit on Community College, this brief discusses developmental education challenges and describes initiatives designed to improve remedial services.

This paper presents findings from a quantitative analysis of the Community College of Baltimore County's Accelerated Learning Program (ALP) for upper level developmental writing students.

CCRC examined educational and labor market outcomes of participants in I-BEST, which aims to help adult basic skills students succeed in postsecondary occupational education and training.

This paper analyzes patterns of student progression through sequences of developmental education starting from initial referral.

CCRC examined student characteristics, course-taking patterns, and other factors associated with higher probabilities that students who require remediation will take and pass gatekeeper courses.

This NCPR working paper reports findings from a study that used a detailed dataset and a regression discontinuity design to identify the causal effect of remediation on the educational outcomes of nearly 100,000 college students in Florida.

This paper examines evidence on the effectiveness of developmental education and outlines a broad reform agenda for helping students with weak academic skills.

This guide offers strategies for providing adults with education and training to help them access opportunities for social mobility and secure jobs that pay wages sufficient to support a family.

This paper explores some of the barriers adult basic education students face in obtaining postsecondary credentials, and how changes in federal policy can improve ABE outcomes.

This working paper provides a conceptual framework for the rigorous evaluation of remedial education interventions.

This report, written for the Connecticut Community College System, summarizes key findings on effective developmental education practice.