Does Developmental Education Improve Labor Market Outcomes? Evidence From Two States
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.
Modularization in Developmental Mathematics in Two States: Implementation and Early Outcomes
This paper discusses the implementation of modularized developmental mathematics reforms in North Carolina and Virginia, presents student outcomes for two distinct course structures, and considers the opportunities and challenges they present.
Improving the Transition to College: Estimating the Impact of High School Transition Courses on Short-Term College Outcomes
This study uses a regression discontinuity design to estimate the effect of participation in a mathematics transition course on college-level math outcomes in West Virginia for the 2011–12 and 2012–13 high school senior cohorts.
Predicting Online Student Outcomes From a Measure of Course Quality
This paper introduces an online course quality rubric addressing four quality areas, and it examines the relationship between each quality area and student end-of-semester performance.
What We Know About Transition Courses
Based on research as well as discussion among researchers, practitioners, and policymakers from seven states, this overview summarizes the state of knowledge on transition courses.
