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.
The Politics of Performance Funding in Eight States: Origins, Demise, and Change
This report discusses political forces that shaped performance funding policies in eight states: Florida, Illinois, Missouri, South Carolina, Tennessee, Washington, California, and Nevada.
Redesigning Community Colleges for Completion: Lessons From Research on High-Performance Organizations (Assessment of Evidence Series)
Based on practices found to be effective among a broad range of high-performance organizations, this paper outlines practical steps community colleges can take to bring about continuous improvement in student learning and progression.
The Shapeless River: Does a Lack of Structure Inhibit Students’ Progress at Community Colleges? (Assessment of Evidence Series)
Evidence from behavioral economics and psychology lends support for the idea that students are more likely to persist and succeed in programs with highly structured paths to completion.
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.