Publications

Based on interview, focus group, observational, and student survey data, this CAPR brief presents findings on the design and implementation of corequisite developmental courses at four colleges, and it highlights lessons for other colleges.

In a review of impact and implementation studies from the past ten years, this CAPR report summarizes what is known about how innovations to developmental education can improve student outcomes, and it draws out five principles that are key for reform.

This CAPR brief provides a taxonomy of various informed self-placement (ISP) systems, shares descriptive data from three colleges using ISP, and identifies important equity and access considerations for implementation.

Using administrative data, this report examines early college outcomes of students placed into corequisite reading courses at the 13 community colleges in the Tennessee Board of Regents system.

This paper provides the first causal evidence on a system-wide corequisite reform, using data from all 13 community colleges affiliated with the Tennessee Board of Regents.

This article describes how lesson study—a structured, collaborative professional development intervention—encouraged developmental mathematics faculty at three community colleges to implement new approaches to instruction.

This CAPR brief describes two recent experimental studies of multiple measures assessment, in which colleges use measures beyond placement test scores to determine students’ college readiness.

This report describes findings from a random assignment study examining the implementation, cost, and efficacy of multiple measures assessments for placing students into college-level or developmental courses.

This report describes a project undertaken by CCRC, Education Northwest, and three Oregon community colleges to adapt lesson study for use among faculty teaching a precollege (developmental) quantitative literacy course.

This fact sheet describes how traditional developmental education may have unintended consequences for students and the growing body of research evidence on promising reforms.

This brief discusses how community college systems in four states—Indiana, Virginia, Texas, and Washington—supported large-scale changes to student placement practices in reaction to challenges associated with the COVID pandemic.

This paper examines the equity implications of existing reforms to developmental math and explores the potential of more targeted reforms to address factors such as stereotype threat, math anxiety, instructor bias, and tracking.

This report describes impact findings from an evaluation of multiple measures assessment and placement at seven State University of New York (SUNY) community colleges.

This paper describes the professional development model used in CUNY Start, a program developed at the City University of New York to support entering students identified as academically underprepared in literacy and mathematics.

This report examines the efforts of six state higher education systems to improve student outcomes and close opportunity gaps in mathematics as part of a three-year project led by the Charles A. Dana Center at The University of Texas at Austin.

This study uses a randomized controlled trial to evaluate the efficacy of multiple measures assessment programs at five colleges in Minnesota and Wisconsin and also examines the implementation and cost of the programs.

This CAPR report examines how four Texas community colleges implemented Dana Center Mathematics Pathways (DCMP) and the impact of DCMP on student outcomes over as many as four semesters. Costs of the initiative and student perspectives are also discussed.

This CAPR report documents developmental education practices used in broad-access two- and four-year colleges across the country based on a 2016 survey of public two- and four-year colleges and private, nonprofit four-year colleges as well as interviews with institutional and state leaders.

This handbook presents a wide range of research on adults who have low literacy skills. It looks at the cognitive, affective, and motivational factors underlying adult literacy; adult literacy in different countries; and the educational approaches being taken to help improve adults’ literacy skills.

This research brief describes findings from a survey about mathematics course offerings at institutions in six states implementing mathematics pathways.