Publications

This issue of Inside Out explores how developmental education reforms can create opportunities for faculty to engage in professional learning related to instruction.

This report seeks to understand those aspects of the Integrated Basic Education and Skills Training (I-BEST) program that best support student learning, progression, and completion.

This paper presents the findings from a follow-up quantitative analysis of the Community College of Baltimore County’s Accelerated Learning Program (ALP).

This paper describes a range of approaches to improving poor course placement accuracy and inconsistent standards associated with traditional assessment and placement practices at community colleges.

This chapter discusses instructional approaches intended to prepare initially low-skilled college entrants for the reading, writing, and mathematics skills they need to learn from the postsecondary curriculum.

This paper finds that remediation does little to develop students' skills but does not discourage initial enrollment or persistence, except among students identified as potentially misassigned.

This edition of Inside Out, a publication of CCRC's Scaling Innovation project, outlines a three-part framework for colleges looking to adopt and adapt a developmental education reform.

This paper uses student-level data from a statewide community college system to examine the validity of placement tests and high school information in predicting course grades and college performance.

This paper analyzes the predictive validity of one of the most commonly used placement exams using data on over 42,000 first-time entrants in a large, urban community college system.

This inaugural edition of Inside Out, a publication of CCRC's Scaling Innovation project, provides an introduction to the project and its partners.

This paper examines the role of entry assessment and its implementation, the validity of common assessments, and emerging directions in assessment policy and practice.

This literature review explores the evidence on the effects of acceleration on student outcomes and describes the various acceleration models that are used with developmental education students.

The I-BEST program at Washington State's community and technical colleges integrates basic skills education with vocational training and has increased completion rates for participating students.

This paper reviews the evidence base for pedagogical reforms in the developmental mathematics classroom, examining the theoretical and empirical evidence on six innovative instructional approaches.

This paper provides evidence on the potential efficacy of a contextualized approach in helping students develop an important academic skill, written summarization.

Prepared for the 2010 White House Summit on Community College, this brief discusses developmental education challenges and describes initiatives designed to improve remedial services.

This paper presents findings from a quantitative analysis of the Community College of Baltimore County's Accelerated Learning Program (ALP) for upper level developmental writing students.

This paper analyzes patterns of student progression through sequences of developmental education starting from initial referral.

CCRC examined educational and labor market outcomes of participants in I-BEST, which aims to help adult basic skills students succeed in postsecondary occupational education and training.

CCRC examined student characteristics, course-taking patterns, and other factors associated with higher probabilities that students who require remediation will take and pass gatekeeper courses.