Next-Generation Developmental Education Reform: Developing Practices to Reduce Disparities and Improve Outcomes
This report examines why some students still struggle in reformed developmental education contexts, considers strategies for improving their experiences and outcomes, and reports on innovations under development at four community colleges participating in a Community of Practice.
Adult Education ESL in the United States: A Systematic Literature Review
Drawing on 107 sources, this paper discusses the backgrounds and experiences of students and instructors in adult education ESL programs as well as institutional practices, curriculum and pedagogy, and policy contexts relevant to the programs.
Transitioning From ESL to Corequisite English Courses at CUNY
This report describes how placement processes, departmental structures, ESL course sequences, and instructional models at five CUNY community colleges shape learners’ access to and experiences in corequisite or standalone college-level English courses.
Student Experiences in Corequisite Courses at CUNY
This CAPR brief provides an overview of corequisite course models at three CUNY colleges and, using student focus group data, describes three factors that improved students’ experiences with corequisites and three factors that presented challenges for students.
“Waiving” Goodbye to Placement Testing: Broadening the Benefits of Dual Enrollment Through Statewide Policy
Using interview data from program leaders and statewide student data, this paper examines the implementation and estimates the effects of Ohio’s Innovative Programs, a policy aimed at expanding access to dual enrollment for underserved high school students.