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Five Principles for Reforming Developmental Education: A Review of the Evidence
October 2022

Five Principles for Reforming Developmental Education: A Review of the Evidence

Susan Bickerstaff • Katie Beal • Julia Raufman • Erika B. Lewy • Austin Slaughter

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.

Informed Self-Placement Today: An Exploratory Study of Student Outcomes and Placement Practices
June 2022

Informed Self-Placement Today: An Exploratory Study of Student Outcomes and Placement Practices

Jessica Brathwaite • Dan Cullinan • Elizabeth M. Kopko • Tiffany Morton • Julia Raufman • Dorota Rizik

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.

Improving College Success for Students in Corequisite Reading
April 2022

Improving College Success for Students in Corequisite Reading

Florence Xiaotao Ran • Susan Bickerstaff • Nikki Edgecombe

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.

The Effects of Corequisite Remediation: Evidence From a Statewide Reform in Tennessee
February 2022

The Effects of Corequisite Remediation: Evidence From a Statewide Reform in Tennessee

Florence Xiaotao Ran • Yuxin Lin

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.

How Lesson Study Facilitated the Adoption of New Teaching Practices in a Community College Quantitative Reasoning Course
January 2022

How Lesson Study Facilitated the Adoption of New Teaching Practices in a Community College Quantitative Reasoning Course

Jacqueline Raphael • Susan Bickerstaff

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.

Lessons From Two Experimental Studies of Multiple Measures Assessment
January 2022

Lessons From Two Experimental Studies of Multiple Measures Assessment

Dan Cullinan • Elizabeth M. Kopko

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.

Increasing Gatekeeper Course Completion: Three-Semester Findings From an Experimental Study of Multiple Measures Assessment and Placement
December 2021

Increasing Gatekeeper Course Completion: Three-Semester Findings From an Experimental Study of Multiple Measures Assessment and Placement

Dan Cullinan • Dorota Biedzio

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.

The Implementation and Outcomes of Lesson Study in Community College Mathematics
October 2021

The Implementation and Outcomes of Lesson Study in Community College Mathematics

Susan Bickerstaff • Jacqueline Raphael • Michelle Hodara • Lindsay Leasor • Sam Riggs

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.

Developmental Education
July 2021

Developmental Education

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

Implementing and Scaling Multiple Measures Assessment in the Context of COVID-19
January 2021

Implementing and Scaling Multiple Measures Assessment in the Context of COVID-19

Susan Bickerstaff • Elizabeth M. Kopko • Erika B. Lewy • Julia Raufman • Elizabeth Zachry Rutschow

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.

Improving Developmental and College-Level Mathematics: Prominent Reforms and the Need to Address Equity
November 2020

Improving Developmental and College-Level Mathematics: Prominent Reforms and the Need to Address Equity

Jessica Brathwaite • Maggie P. Fay • Adnan Moussa

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.

Who Should Take College-Level Courses? Impact Findings From an Evaluation of a Multiple Measures Assessment Strategy
October 2020

Who Should Take College-Level Courses? Impact Findings From an Evaluation of a Multiple Measures Assessment Strategy

Elisabeth A. Barnett • Elizabeth M. Kopko • Dan Cullinan • Clive Belfield

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

How Can We Improve Teaching in Higher Education? Learning From CUNY Start
May 2020

How Can We Improve Teaching in Higher Education? Learning From CUNY Start

Maria S. Cormier • Susan Bickerstaff

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.

A Top-Down/Bottom-Up Approach to Statewide Change: Mathematics Pathways to Completion
February 2020

A Top-Down/Bottom-Up Approach to Statewide Change: Mathematics Pathways to Completion

Susan Bickerstaff • Adnan Moussa

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.

Expanding Access to College-Level Courses
December 2019

Expanding Access to College-Level Courses

Dan Cullinan • Elisabeth A. Barnett • Elizabeth M. Kopko • Andrea Lopez Salazar • Tiffany Morton

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.

Gaining Ground: Findings From the Dana Center Mathematics Pathways Impact Study
November 2019

Gaining Ground: Findings From the Dana Center Mathematics Pathways Impact Study

Elizabeth Zachry Rutschow • Susan Sepanik • Victoria Deitch • Julia Raufman • Dominique Dukes • Adnan Moussa

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.

The Changing Landscape of Developmental Education Practices: Findings From a National Survey and Interviews with Postsecondary Institutions
November 2019

The Changing Landscape of Developmental Education Practices: Findings From a National Survey and Interviews with Postsecondary Institutions

Elizabeth Zachry Rutschow • Maria S. Cormier • Dominique Dukes • Diana E. Cruz Zamora

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.

The Wiley Handbook of Adult Literacy
November 2019

The Wiley Handbook of Adult Literacy

Dolores Perin

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.

Creating Accelerated Pathways for Student Success in Mathematics: A Snapshot of Courses Offered at the Launch of the Mathematics Pathways to Completion Project
October 2019

Creating Accelerated Pathways for Student Success in Mathematics: A Snapshot of Courses Offered at the Launch of the Mathematics Pathways to Completion Project

Adnan Moussa • Susan Bickerstaff

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

Adapting Lesson Study for Community College Mathematics Instruction: Early Observations
September 2019

Adapting Lesson Study for Community College Mathematics Instruction: Early Observations

Susan Bickerstaff • Jacqueline Raphael • Diana E. Cruz Zamora • Melinda Leong

This short report provides a rationale for implementing Lesson Study, a collaborative and structured professional development approach, in the community college context. 

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