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Direct linkBeamer, Zachary – Community College Enterprise, 2021
Many students enter higher education with poor preparation for college mathematics courses. These students are often placed through high-stakes placement testing into developmental coursework that bear no credit towards graduation, but many students who begin in developmental coursework never succeed in a college-level mathematics course. Recent…
Descriptors: Developmental Studies Programs, Academic Achievement, Graduation, Remedial Mathematics
Download full textValentine, Jeffrey C.; Konstantopoulos, Spyros; Goldrick-Rab, Sara – Review of Educational Research, 2017
This article reports a systematic review and meta-analysis of studies that use regression discontinuity to examine the effects of placement into developmental education. Results suggest that placement into developmental education is associated with effects that are negative, statistically significant, and substantively large for three outcomes:…
Descriptors: Meta Analysis, Developmental Studies Programs, Student Placement, Outcomes of Education
Hodara, Michelle – Community College Research Center, Columbia University, 2011
For developmental education students, rates of developmental math course completion and persistence into required college-level math courses are particularly low. This literature review examines the evidence base on one potential means for improving the course completion and learning outcomes of developmental mathematics students: reforming…
Descriptors: Developmental Studies Programs, Metacognition, Educational Change, Teaching Methods
Peer reviewedBen-Jacob, Marion Glazerman – Reading Improvement, 1983
Examines college developmental studies programs, presenting several views of teaching and learning in such programs. Describes one specific mode of instruction, strategic methods, and illustrates its use in mathematics and English instruction. (FL)
Descriptors: College Programs, Content Area Reading, Developmental Studies Programs, Educational Theories
Golfin, Peggy; Jordan, Will; Hull, Darrell; Ruffin, Monya – US Department of Education, 2005
The U.S. Department of Education's Office of Vocational and Adult Education asked CNA Corporation (CNAC) and its partners to identify promising strategies within community colleges, businesses, organized labor, and the military that enable adult learners to improve their math skills and transition to higher level math courses or jobs requiring…
Descriptors: Mathematics Skills, Adult Students, Adult Learning, Adult Education
