Group items tagged

Analyzes the predictive validity of commonly used placement assessments and finds that they are more predictive of success in math than in English, and more predictive of who is likely to do well in college-level coursework than of who is likely to fail. Also finds that using multiple measures could reduce remediation misplacements or rates. (Community College Research Center, February 2012))

Examines the validity of placement tests and high school information in predicting course grades and college performance. Finds that the ACCUPLACER and COMPASS placement tests do not yield strong predictions of how students will perform in college. In contrast, high school GPAs are useful for predicting many aspects of students' college performance. (Community College Research Center, February 2012)

This report proposes a new opposing forces framework for understanding the dysfunction of the developmental system. Looks at three sets of opposing forces: system-wide consistency versus institutional autonomy; efficient versus effective assessment; and promotion of student progression versus enforcement of academic standards. (Center for Community College Research, November 2011)

The annual report shows an increase in the percentage of students requiring remediation - possibly due to more students enrolling in college - but also higher retention rates for these students. The comprehensive report looks at remedial participation, success and cost, and also includes high school feedback reports. (Colorado Commission on Higher Education, February 2012)

Explores 13 promising practices for strengthening community college student engagement and success. The practices include assessment and placement, support services, remedial education, academic alert and intervention, and others. (Center for Community College Student Engagement, February 2012 )

Community colleges can improve graduation rates by offering a course that teaches students how to navigate college with lessons on study skills, time management and how to find the bursar's office. Yet while "student success" courses are increasingly common, resistance remains strong at many community colleges. (Inside Higher Ed, 02/21/12)

This report, commissioned by the Lumina Foundation, measures national and state-by-state progress on the "Big Goal," an initiative calling for 60% of Americans to hold a high-quality postsecondary credential by 2025. Individual state pages contain an attainment narrative and several data graphics, disaggregated by ethnicity, attainment level, and county, where available. The report uses National Higher Education Management Systems and American Community Survey data to show current attainment rates and the gap between present rates and the 60% goal.

Provides an analysis of over 50 state and postsecondary system reports on remedial education that the Getting Past Go project reviewed. Overall, GPG found that data contained in the reports fell into three main categories: participation of students in developmental education; success of developmental education students; and cost of developmental education. (Mary Fulton, Education Commission of the States, April, 2010)

Resource shared at the GPG Workshop on Remedial Education in Nashville, TN on October 5-7, 2010

This article details the main research and data findings on developmental education. The article touches on innovative approaches at three community colleges. Also, a discussion of program cost and student success situates developmental education in the right policy context.

The newspaper article from the Albany Times Union details the efforts of the State Assembly's Committee on Higher Education. The committee has reviewed college readiness and completion data from SUNY institutions. The committee drew a link between underprepared students and its influence on the workforce and state's economic viability.

Annual remedial report includes data on participation, student success and cost, as well as high school feedback data. This year's report includes detailed graduation information for remedial students. (Colorado Commission on Higher Education, February 2011)

Brief by Bruce Vandal for NGA; highlights approaches to improve productivity, student success in remedial education; also has college completion implications

Examines the evidence base on reforming mathematics classroom pedagogy, which may be a potential means for improving the course completion and learning outcomes of developmental math students. (Center for Community College Research, February 2011)

When black students reflected on the idea that everybody, regardless of race or ethnicity, initially struggles to adjust to college, their academic performance and longer-term well-being benefited, according to a paper published on Thursday in the journal Science.

Discusses core principles and promising practices for engaging faculty in changing community colleges and closing student achievement gaps. (Public Agenda and Achieving the Dream, March 2011)

Partnering with six community colleges, MDRC developed and evaluated four distinct programs based on the following approaches: financial incentives, reforms in instructional practices, and enhancements in student services. (MDRC, March 2011)

This is the first year report of a three year longitudinal study by the American Council on Education to understand the effects of obtaining the GED on postsecondary enrollment, persistence, and completion. This study supports transitioning adult learners without a high school diploma to the GED credential and into postsecondary with accelerated learning. This first year study used the information gathered at the National Student Clearinghouse (NSC). The NSC holds 93 percent of postsecondary student enrollment. The study focused on adults who acquired the GED credential in 2003. The pilot study founded credential recipients had a significantly higher enrollment rate into postsecondary than non-passers; females enrolled more than males; there is no significant ethnic difference between enrollees and non-enrollees.

Examines the effects of CSU-Bakersfield's move to online developmental education math courses in response to budget cuts. Student pass rates plunged, but rebounded when the college revised the courses to include both online lab work with teaching assistants and weekly lectures. (Inside Higher Ed, 06/09/11

Positive outcomes have been reported for university preparation courses for students without disabilities. Little is known about whether these courses can offer the same benefit to students with learning disabilities and whether the inclusion of psychosocial factors, in addition to academic skills, would benefit both groups.

Examines data from Washington State to chart the educational pathways of first-time community college students, with a focus on those from disadvantaged backgrounds. Looks at rates at which students enter a program of study or concentration, amount of remediation taken by students, and rates at which students earn certificates or associate degrees, or transfer to four-year institutions. The paper makes recommendations for practitioners and policymakers. (Community College Research Center, September, 2011)