Teachers College, Columbia University

All Publications


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

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.


Scaling ASAP: How Expanding a Successful Program Supported Broader Institutional Change at Bronx Community College

This brief examines the relationship between BCC’s ASAP expansion and institutional change to illuminate how scaling a discrete reform can impact other areas of the college and change the way an institution serves all students.


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

This CAPR study looks at how four Texas community colleges implemented Dana Center Mathematics Pathways and how instruction in DCMP courses compares with traditional developmental and college-level math courses. Through a randomized controlled trial involving 1,422 students who entered the study from fall 2015 through spring 2017, the researchers examined the impact of DCMP on student outcomes for up to four semesters. The study also considers student perspectives on the reforms and the start-up and ongoing costs of DCMP to the colleges.

JUNE 2019

Scaling Success: Lessons From the ASAP Expansion at Bronx Community College

This brief examines the expansion and adaptation of the City University of New York’s Accelerated Study in Associate Programs (ASAP), using Bronx Community College as an illustrative case study.

MAY 2019

English Learners and ESL Programs in the Community College: A Review of the Literature

Demographic and postsecondary enrollment data suggest that the proportion of community college students who need support to access curricula in English is large and will continue to grow in the coming years. Informed by relevant research literature, this paper examines factors within the community college context that affect the experiences and academic outcomes of the English learner population broadly, and, given that they can be more easily identified and have been the subject of much more study, students who enroll in ESL courses in particular.


Mathematics Pathways to Completion: Setting the Conditions for Statewide Reform in Higher Education

This report describes the Mathematics Pathways to Completion project developed by the Charles A. Dana Center and the condititions that facilitate the statewide implementation of math pathways reforms.


From “Additive” to “Integrative”: Experiences of Faculty Teaching Developmental Integrated Reading and Writing Courses

Using interview, focus group, and case study data, this paper documents the perceptions and experiences of faculty members in the midst of statewide reform efforts in Virginia and North Carolina to integrate developmental reading and writing courses.

MARCH 2016

Redesigning a Student Success Course for Sustained Impact: Early Outcomes Findings

Based on qualitative and quantitative study at Bronx Community College, this paper provides findings about students who take First Year Seminar, a recently redesigned student success course.


Developmental Reading and English Assessment in a Researcher-Practitioner Partnership

This paper reports findings from a researcher-practitioner partnership that assessed the readiness for postsecondary reading and writing demands of 211 students in developmental reading and English courses in two community colleges.

MAY 2015

Statewide Developmental Education Reform: Early Implementation in Virginia and North Carolina

This report provides an overview of the developmental education redesigns in Virginia and North Carolina, presents preliminary findings, and discusses lessons for states, districts, and colleges pursuing developmental education reforms.