Publications by Maria S. Cormier

This ARCC Network brief uses enrollment and outcome data as well as interview data from eight colleges implementing the Get A Skill, Get A Job, Get Ahead (G3) program to examine college-level G3 outreach, recruitment, and enrollment strategies and the process for awarding G3 aid.

This report uses IPEDS data to better understand healthcare training programs and the current role that community colleges play in training healthcare workers, including public health workers.

Based on fieldwork at eight institutions, this report describes how community colleges are responding to workplace technology innovation by adapting their workforce programming, diversifying pathways to certificates and degrees, and addressing equity concerns.

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 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 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 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 report describes the early findings of a random assignment evaluation and implementation study of CUNY Start by CCRC, MDRC, and the City University of New York.

This article uses qualitative data from a multi-campus study of instructional reform in developmental education to present a typology of questions raised by community college faculty teaching in reformed contexts.

This chapter describes a promising approach to teaching developmental arithmetic and prealgebra and presents findings on a faculty support network that helped instructors adopt new teaching strategies.

Based on interview data, this discussion paper explores whether faculty and college leaders are considering or undertaking reforms of developmental education informed by the Common Core State Standards.

This issue of Inside Out describes how community college faculty are working to increase rigor within reformed developmental education classrooms.

Drawing on a scan of remedial reform efforts and fieldwork at 11 colleges, this paper examines trends in reform implementation and provides a framework for strengthening reform efforts and institutional capacity.

Commissioned by the Nashville Chamber of Commerce, this report reviews dual enrollment policies in Tennessee and five peer states—Florida, Texas, Georgia, North Carolina, and Kentucky.