Publications

This article examines a study on the effectiveness of remediation for community college students who are identified as having the lowest skills in math using transcript data from a state community college system.

This CAPR working paper provides an overview of the history of college placement testing, with a focus on nonselective colleges. The authors discuss the limitations of placement tests, the consequences of placement errors, and the movement toward changing systems of placement; a typology of approaches to assessment and placement is also described.

Using interview, focus group, and case study data, this paper documents the perceptions and experiences of faculty members in the midst of statewide reform efforts in Virginia and North Carolina to integrate developmental reading and writing courses.

Using site visit data from three community colleges and four high schools, this paper explores how the institutional context of the high schools compared with that of the colleges in ways that may have affected the implementation and efficacy of computer-mediated mathematics.

This journal article examines the impacts of different levels of developmental reading and writing on students’ academic outcomes.

This chapter describes the structure and implementation of a redesign of developmental education in the Virginia Community College System, discusses preliminary descriptive findings from an evaluation of the redesign, and shares lessons for the field.

This practice guide presents six evidence-based recommendations for college and university faculty, administrators, and advisors working to improve the success of students academically underprepared for college.

Using longitudinal student-unit record data linked to wage record data, this paper estimates the labor market returns to developmental credits versus college-level credits in two states.

This report for The Century Foundation's College Completion Series lays out the open questions on how to reform developmental education.

This paper discusses the implementation of modularized developmental mathematics reforms in North Carolina and Virginia, presents student outcomes for two distinct course structures, and considers the opportunities and challenges they present.