Center for the Analysis of Post Secondary Readiness CAPR addresses the challenge to college completion by researching innovative practices in developmental education across the United States. CAPR’s goal is to inform policymakers and practitioners about common approaches to remedial education, promising innovations in course placement and instruction, and trends in developmental education reform.
Community College Research Center CCRC's mission is to conduct research that helps these institutions strengthen opportunities and improve outcomes for their students, particularly those from underserved populations.
The Changing Landscape of Developmental Education Practices: Findings from a National Survey and Interviews with Postsecondary Institutions. Website. This report examines the current state of practices in developmental education assessment, placement, instruction, and support services offered to students.
Center for the Analysis of Post Seconday Readiness. 2019.
Courses Taken, Credits Earned, and Time to Degree: A First Look at the Postsecondary Transcripts of 2011–12 Beginning Postsecondary Students. The purpose of this report is to illustrate the range of information available in the Postsecondary Education Transcript Study data - comprehensive information about students’ demographic backgrounds, enrollment characteristics, academic and social experiences in college, persistence in and completion of postsecondary education, and transition into employment, among other indicators.
Xianglei Chen, et al./ Institue of Education Sciences/Department of Education. April 2020.
Developmental Education: Updates and Progress for Underprepared Students . This report addresses Rider 42 by providing an update on the progress of interventions that support the acceleration of achieving college readiness for underprepared students. This report also addresses Senate Bill (SB) 1776, 84th Texas Legislature, Regular Session, which tasked the THECB to report on the progress of high school college preparatory courses as a way to help students achieve college readiness prior to their enrollment in higher education. The DEPS findings help inform the progress of the interventions, which are designed to improve, through effective and efficient means, the persistence and success of both high school and underprepared students in higher education, as they strive to reach their academic and career goals
A Report to the Texas Legislature, per Rider 42 and SB 1776, 84th Texas Legislature. Texas Higher Education Coordinating Board. November 2016.
Developmental Education Update and 2018-2023 Statewide Plan for Supporting Underprepared Students. This report includes preliminary outcomes required by key legislation, House Bill (HB) 2223 (85th Legislature, Regular Session), supporting corequisite implementation and shows the important progress Texas has made and provides the path forward to continue to ensure the most efficient and effective delivery of developmental education.
A Report to the Texas Legislature PerRider 33, 85th Texas Legislature –Developmental Education and SB 1776, 84th Texas Legislature –College Preparatory CoursesTexas Higher Education Coordinating Board. November 2018.
Expectations meet Reality: the Underprepared Student and Community Colleges. This report describes students’ typical experience with assessment, placement, and developmental education. Based on responses from approximately 70,000 community college students from more than 150 institutions across the country, it looks at the current experience of underprepared students and raises questions about next steps for colleges in these critical areas.
Center for Community College Student Engagement. 2016.
Expectations meet Reality: the Underprepared Student and Community Colleges: Methodology Supplement. This methods supplement describes the data sources used for the national report, the data cleaning and recoding, the analyses conducted, and the analysis results not included in the main report.
Center for Community College Student Engagement. 2016
THECB 60X30TX Overview: Developmental Education. Balancing the need to provide students with individualized support while also ensuring effective and efficient instruction means looking to non-traditional acceleration strategies, such as short-term, intensive college readiness programs, co-requisite models, and integrated or contextualized curricular models. These interventions show promise for increasing not only the college readiness of underprepared students, but also their likelihood for persistence and completions.
Texas Higher Education Coordinating Board. October 2016.
Developmental Mathematics Students: Who are They and What is Their Mathematics Self-Efficacy? The purpose of this quantitative study was to determine differences in developmental mathematics students’ self-efficacy within the demographic data from the survey. The results of this study suggest developmental mathematics instructors should refine their teaching methodologies by incorporating strategies to increase their student’s self-efficacy.
Ryan Baxter , Alan Bates , Adel Tawfig Al-Bataineh, International Journal of Assessment Tools in Education, 2017.
Measuring Progress on Developmental Education. Nationally, about 70 percent of undergraduate college students are advised to take developmental courses in reading, writing or math, rather than starting with college-level, credit-bearing classes right away. Research has shown that enrolling in non-credit-bearing developmental courses can not only slow students down, but also hinder their persistence.
Transforming Developmental Education in Texas. This report provides an update on the progress of developmental education initiatives and recommendations for future efforts to effectively and efficiently improve the persistence and success of underprepared students as they strive to reach their academic and career goals.
Journal of Developmental Education, 2014.
Higher Pass Rates with Co-Requisites. April 2020 This Points of Interest shows that co-requisites result in higher pass rates in non-STEM college-level courses for Black and Hispanic students.
Returning Adult Students in Co-requisite Calculus, Vilan Odekar, Start Strong to Finish, 2020. This Points of Interest shows that returning adult students at UC did better in co-requisite calculus courses than students in the standalone math courses.
Latinx Students Increase Math Success Rates, Dr. Alycia Marshall, Start Strong to Finish, 2020. This Points of Interest shows that a corequisite model for math instruction may improve success rates while subsequently shortening the pathway to completion for Latinx students.
Overrepresentation in Developmental Education. June 10th 2020 This Points of Interest shows that minority students take more developmental education courses on average when compared to white students.
Embracing Change: Promising Practices for Scalable Co-requisite Implementation. Tina M. Jackson 2019.
Corequisite at Scale – Data Collection Strategies Webinar. Complete College 2018.