Publications by Nikki Edgecombe

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 Postsecondary Teaching with Technology Collaborative report examines how faculty and staff at nine institutions reconsidered students’ online learning needs in the midst of the pandemic, and it explores how supports were offered to help students strengthen their self-directed learning skills.

This Postsecondary Teaching with Technology Collaborative brief discusses some of the challenges with online teaching reported by STEM instructors, describes a self-directed learning (SDL) framework to address these challenges, and highlights support strategies that can be integrated into teaching practices.

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.

This paper describes key features of CUNY Start mathematics and how it differs from traditional developmental education.

This working paper describes the idea of demography as opportunity, which marries the racial and ethnic shifts underway in the country and in higher education with equity perspectives on historically disenfranchised populations. 

This CAPSEE working paper compares credential production patterns of minority-serving institutions (MSIs) and non-MSIs by field of study and examines the extent to which they correspond to employment industry clusters in Alabama and California.

This chapter discusses the importance of scrutinizing the outcomes of developmental education reforms across race/ethnicity, socioeconomic status, gender, and level of developmental need.

In this article, the authors posit that a reframing of academic preparedness is warranted, and they outline three potential strategies for addressing academic underpreparedness beyond the structural and curricular reforms to developmental education taking place in many colleges.

This ECS/CAPR brief discusses the importance of and challenges surrounding developmental education and suggests ways in which policymakers can address these challenges.

This chapter describes the structure and implementation of a redesign of developmental education in the Virginia Community College System, discusses preliminary descriptive findings from an evaluation of the redesign, and shares lessons for the field.

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.

This paper compares the academic outcomes of students at Chabot College who participated in an accelerated, one-semester developmental English course and those who enrolled in a two-semester sequence.

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.

This report discusses the development of FastStart, its program features, and student perspectives, and it presents findings from a quantitative analysis of the FastStart math program.

This issue of Inside Out explores how developmental education reforms can create opportunities for faculty to engage in professional learning related to instruction.

A study of College 101 courses at three community colleges in Virginia suggests that these courses could have long-term impacts if they focused more on the application and practice of learned skills.

This literature review explores the evidence on the effects of acceleration on student outcomes and describes the various acceleration models that are used with developmental education students.

This paper presents findings from a quantitative analysis of the Community College of Baltimore County's Accelerated Learning Program (ALP) for upper level developmental writing students.