The Effectiveness of Distance Education Across Virginia’s Community Colleges: Evidence From Introductory College-Level Math and English Courses
This study used a statewide administrative dataset to estimate the effects of taking one’s first college-level math or English course online rather than face to face, in terms of both course retention and course performance.
Online Learning: Does It Help Low-Income and Underprepared Students? (Assessment of Evidence Series)
This review of the postsecondary literature on online learning suggests that online coursework hinders progression for low-income and underprepared students, explores why students might struggle in these courses, and offers suggestions on how public policy and institutional practice could be changed to improve online learning.
Online and Hybrid Course Enrollment and Performance in Washington State Community and Technical Colleges
This working paper investigates enrollment patterns and academic outcomes over five years in online, hybrid, and face-to-face courses among students who enrolled in Washington State community and technical colleges in the fall of 2004.
Reforming Mathematics Classroom Pedagogy: Evidence-Based Findings and Recommendations for the Developmental Math Classroom (Assessment of Evidence Series)
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.
A Contextualized Intervention for Community College Developmental Reading and Writing Students
This paper provides evidence on the potential efficacy of a contextualized approach in helping students develop an important academic skill, written summarization.
