Publications by Michelle Hodara
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.
Using longitudinal student-unit record data linked to wage record data, this paper estimates the labor market returns to developmental credits versus college-level credits in two states.
This study examines three developmental acceleration programs—two in English and one in math—and finds that accelerated students were more likely to complete the relevant college-level course within 3 years.
This study uses a difference-in-differences approach to identify the impact of ESL compared with developmental writing at an urban community college system.
This journal article examines the impact of acceleration on access, performance, credit accumulation, and degree attainment at CUNY.
Based on survey and focus group data from four community colleges, this research brief discusses why many students who go on to enroll in developmental math are unlikely to prepare for the math placement exam.
This CAPSEE working paper reviews current research on the effectiveness of interventions and reforms that seek to improve the math preparedness and success of high school students entering college.
Based on a case study of the City University of New York's six community colleges, this publication identifies the conflicting motivations that shape developmental education reform efforts.
This publication, the second in CCRC’s Analytics series, examines the progression of community college students in transfer-oriented programs through the general education core curriculum.
This paper describes a range of approaches to improving poor course placement accuracy and inconsistent standards associated with traditional assessment and placement practices at community colleges.
This paper reviews the evidence base for pedagogical reforms in the developmental mathematics classroom, examining the theoretical and empirical evidence on six innovative instructional approaches.
