Publications

This paper explores how technology is integrated into developmental education programming and considerations for institutional leaders when deciding whether and how to integrate technology in developmental education.

This paper describes key features of CUNY Start mathematics and how it differs from traditional developmental education.

This paper examines factors within the community college context that affect the experiences and academic outcomes of the English learner population broadly and students who enroll in ESL courses in particular.

Written in conjunction with the Education Commission of the States, this brief provides an overview of multiple measures assessment and placement and describes how several states are implementing the approach.

This report describes the Mathematics Pathways to Completion project developed by the Charles A. Dana Center and the condititions that facilitate the statewide implementation of math pathways reforms.

This brief, written in collaboration with the Education Commission of the States, describes three math pathways models, lays out the evidence for their effectiveness, and gives recommendations for the effective implementation of math pathways.

This report from the Center for the Analysis for Postsecondary Readiness (CAPR) examines implementation of a multiple measures placement system at seven State University of New York community colleges and presents results on first-term impacts.

This report describes the early findings of a random assignment evaluation and implementation study of CUNY Start by CCRC, MDRC, and the City University of New York.

Drawing on lessons from 10 Minnesota and Wisconsin colleges that piloted multiple measures systems for placing students into developmental and college-level courses, this guide provides recommendations for other colleges interested in implementing or testing their own multiple measures systems.

This chapter discusses the importance of scrutinizing the outcomes of developmental education reforms across race/ethnicity, socioeconomic status, gender, and level of developmental need.