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This CAPR study looks at how four Texas community colleges implemented Dana Center Mathematics Pathways and how instruction in DCMP courses compares with traditional developmental and college-level math courses. Through a randomized controlled trial involving 1,422 students who entered the study from fall 2015 through spring 2017, the researchers examined the impact of DCMP on student outcomes for up to four semesters. The study also considers student perspectives on the reforms and the start-up and ongoing costs of DCMP to the colleges.

This paper provides the first causal evidence on a system-wide corequisite reform, using data from all 13 community colleges affiliated with the Tennessee Board of Regents.

This CAPR report documents developmental education practices used in broad-access two- and four-year colleges across the country based on a 2016 survey of public two- and four-year colleges and private, nonprofit four-year colleges as well as interviews with institutional and state leaders.

This handbook presents a wide range of research on adults who have low literacy skills. It looks at the cognitive, affective, and motivational factors underlying adult literacy; adult literacy in different countries; and the educational approaches being taken to help improve adults’ literacy skills.

In this short essay, Shanna Jaggars (coauthor of Redesigning America's Community Colleges) and Amanda Folk (head of teaching and learning at the Ohio State Libraries) discuss how librarians' expertise could be harnessed to support guided pathways reforms.

This research brief describes findings from a survey about mathematics course offerings at institutions in six states implementing mathematics pathways.

This paper estimates the patterns and sources of White–Black and White–Hispanic enrollment gaps in Advancement Placement (AP) and dual enrollment programs across several thousand school districts and metropolitan areas in the United States.

Drawing on data from six community colleges, this paper estimates the effects of part-time faculty versus full-time faculty on students’ current and subsequent course outcomes in developmental and gateway courses and explores potential explanations for these effects.

What distinctions are there between vocational (career and technical) education and academic learning in college? In this essay, researchers compare broad academic and vocational program goals, embodied skills, tasks, and jobs, with a focus primarily on community college students. There is considerable overlap between the two types of education, so a separation of tracks presents a false dichotomy.

In this short report, researchers describe Lesson Study (LS), a structured and collaborative professional development opportunity. They provide a rationale for its implementation in the community college context and then share some early observations about LS implementation that could have implications for the effectiveness and sustainability of LS in community colleges.