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Rutschow, Elizabeth Zachry; Cormier, Maria Scott; Dukes, Dominique; Zamora, Diana E. Cruz – Center for the Analysis of Postsecondary Readiness, 2019
Research suggests that far more students are referred to developmental education courses than necessary, and that developmental education presents a barrier to students' success. As a result, many in the field have called for reforms to developmental education to address these challenges. This report documents developmental education practices…
Descriptors: Developmental Studies Programs, Remedial Instruction, Educational Practices, College Students
Rutschow, Elizabeth Zachry; Cormier, Maria Scott; Dukes, Dominique; Zamora, Diana E. Cruz – Center for the Analysis of Postsecondary Readiness, 2019
Research suggests that far more students are referred to developmental education courses than necessary, and that developmental education presents a barrier to students' success. As a result, many in the field have called for reforms to developmental education to address these challenges. This report documents developmental education practices…
Descriptors: Developmental Studies Programs, Remedial Instruction, Educational Change, College Students
Rutschow, Elizabeth Zachry; Sepanik, Susan; Deitch, Victoria; Raufman, Julia; Dukes, Dominique; Moussa, Adnan – Center for the Analysis of Postsecondary Readiness, 2019
Analyses of literacy and numeracy levels worldwide by the Organisation for Economic Cooperation and Development suggest that the U.S. population has one of the lowest numeracy levels among developed nations. Sixty-four percent of American adults are unable to use math and interpret math problems that most higher-level jobs require, and a full 30…
Descriptors: Numeracy, Mathematics Achievement, Mathematics Skills, Adults
Rutschow, Elizabeth Zachry; Sepanik, Susan; Deitch, Victoria; Raufman, Julia; Dukes, Dominique; Moussa, Adnan – Center for the Analysis of Postsecondary Readiness, 2019
Many college students are required to take at least one developmental math course, but as many as half of them fail to complete their developmental math requirements and never matriculate into college-level courses. To address this issue, the Charles A. Dana Center at the University of Texas at Austin created the Dana Center Mathematics Pathways…
Descriptors: Numeracy, Mathematics Achievement, Mathematics Skills, Adults
Schudde, Lauren; Meiselman, Akiva Yonah – Center for the Analysis of Postsecondary Readiness, 2019
To improve outcomes in math, many Texas colleges are adopting mathematics pathways, which accelerate developmental math and tailor math courses to different majors instead of requiring all students to take algebra. This study examines whether students participating in Dana Center Mathematics Pathways (DCMP) developmental courses enroll in and pass…
Descriptors: Community Colleges, Two Year College Students, Prerequisites, Required Courses
Boatman, Angela – Center for the Analysis of Postsecondary Readiness, 2019
Under a hybrid emporium instructional model, students primarily learn content and skills at their own pace through a computer-based platform; during class time, faculty serve more as tutors facilitating individual learning rather than as traditional lecturers. This study evaluates the adoption of this technology-centered instructional model in…
Descriptors: Computer Assisted Instruction, Educational Technology, Remedial Mathematics, Two Year Colleges
Boatman, Angela; Kramer, Jenna W. – Center for the Analysis of Postsecondary Readiness, 2019
Innovation in instructional technology has contributed to the rapid implementation of technology-driven instructional platforms, particularly in developmental math coursework. Prior research has shown that instructional environment and classroom experience influence student development and outcomes. Consequently, when courses transition to…
Descriptors: Teaching Methods, Educational Technology, Mathematics Instruction, Computer Assisted Instruction
Rutschow, Elizabeth Zachry; Mayer, Alexander K. – Center for the Analysis of Postsecondary Readiness, 2018
Judged to be academically underprepared, millions of students must take developmental education in college, and more than half never make it through or graduate. Experts argue that there are two main problems: Too many students are being placed unnecessarily into developmental courses, and the structure and traditional instructional practices in…
Descriptors: National Surveys, Developmental Programs, Educational Practices, College Readiness
Zachry Rutschow, Elizabeth – Center for the Analysis of Postsecondary Readiness, 2018
Many students enter community college underprepared in math and must take multiple semesters of developmental (remedial) classes. Far too few of these students ever enroll in -- let alone pass -- an introductory college-level math course, but without those credits, they cannot graduate. Among the many reforms practitioners are undertaking to try…
Descriptors: Remedial Mathematics, Two Year College Students, Mathematics Achievement, College Mathematics
Barnett, Elisabeth A.; Bergman, Peter; Kopko, Elizabeth; Reddy, Vikash; Belfield, Clive R.; Roy, Susha – Center for the Analysis of Postsecondary Readiness, 2018
Many incoming college students are referred to remedial programs in math or English based on scores they earn on standardized placement tests. Yet research shows that some students assigned to remediation based on test scores would likely succeed in a college-level course in the same subject area without first taking a remedial course if given…
Descriptors: Student Placement, Community Colleges, Two Year College Students, Remedial Instruction
Barnett, Elisabeth A.; Reddy, Vikash – Center for the Analysis of Postsecondary Readiness, 2017
Many postsecondary institutions, and community colleges in particular, require that students demonstrate specified levels of literacy and numeracy before taking college-level courses. Typically, students have been assessed using two widely available tests--ACCUPLACER and Compass. However, placement testing practice is beginning to change for three…
Descriptors: Student Placement, College Entrance Examinations, Educational Practices, Computer Assisted Testing
Rutschow, Elizabeth Zachry; Diamond, John; Serna-Wallender, Elena – Center for the Analysis of Postsecondary Readiness, 2017
Until recently, most colleges required students to pass a college-level algebra course in order to earn a degree. As many as 50 percent to 70 percent of community college students enter college unprepared to take these courses, and fewer than 20 percent of such students ever successfully complete a college-level math course; the rest are…
Descriptors: Mathematics Instruction, Required Courses, College Students, College Preparation