An Examination of the Impact of Accelerating Community College Students’ Progression Through Developmental Education
This journal article examines the impact of acceleration on access, performance, credit accumulation, and degree attainment at CUNY.
Why Students Do Not Prepare for Math Placement Exams: Student Perspectives
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.
The Opposing Forces That Shape Developmental Education: Assessment, Placement, and Progression at CUNY Community Colleges
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.
The Common Core State Standards: Implications for Community Colleges and Student Preparedness for College
This NCPR working paper outlines the development of the Common Core State Standards (CCSS) and the CCSS-aligned assessments and argues that they can be used to support the mission of community colleges.
Improving Developmental Education Assessment and Placement: Lessons From Community Colleges Across the Country
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.