Publications by Julia Raufman

This CAPR report draws on interview data with faculty and staff to examine how seven City University of New York colleges transitioned to fully scaled corequisite courses in English and math and the implications of their choices for early implementation.

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 guidance to institutions seeking to design and implement placement systems that redress limitations of test-only systems and that work in conjunction with other reforms to generate more equitable outcomes.

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.

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 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.

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 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.

This paper examines factors within the community college context that affect the experiences and academic outcomes of the English learner population broadly and students who enroll in ESL courses in particular.

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.

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.

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

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.

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.