Critical race theory (CRT) continues to push a hot button within education. In higher education, these discussions often center 4-year colleges and universities, leaving community colleges out of the conversation. On top of that, developmental mathematics remains a racialized impediment for students from minoritized backgrounds. In this article,…

This article discusses service-learning as a teaching strategy that can enhance and improve learning outcomes for students in developmental education, increase civic engagement, and aid in student persistence and completion.

This chapter presents pedagogical challenges to reform in developmental education and observations of best practices gleaned from successful mathematics developmental education classrooms.

This chapter outlines the beginning of this important work in Oregon; describes how we are able to make such dramatic change across the state without being a system or having a mandate, progress to date, and future directions.

This chapter considers difficulties with traditionally organized developmental math course sequences from the literature and practice. We then report initial student success findings following the system-wide implementation of a corequisite model in developmental math.

This chapter discusses the importance of scrutinizing the outcomes of developmental education reforms across race/ethnicity, socioeconomic status, gender, and level of developmental need.

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 chapter identifies some of the challenges surrounding data collection and analysis regarding development students, including testing and identifying academic needs, placement determination, and measuring student outcomes.

Developmental education is one of the most difficult issues confronting community colleges. Community colleges are charged with teaching students college-level material, yet a majority of their students arrive with academic skills in at least one subject area that are judged to be too weak to allow them to engage successfully in college-level…

Community colleges, which serve almost half of postsecondary students in the United States, are receiving ever-increasing attention from policymakers and researchers. Although these institutions have always served a wide range of people in their communities, the number of students who enter community college requiring additional preparation before…

In the year 2000, what started as an isolated pedagogical gambit at Glendale Community College (GCC) in Southern California has evolved into a program-wide initiative to revise the developmental composition curriculum and boost student learning outcomes. One instructor, frustrated with poor student motivation and success in his precollegiate…

Four elements contribute to a classroom's success or failure as a learning environment: student needs, instructor approach, course content, and institutional setting. This chapter discusses the challenge of aligning these elements in the developmental classroom.

Discusses the role of the developmental educator in promoting successful learning in mathematics. Sees the promotion of positive math attitudes as the starting point for developmental math instruction. Considers various learning models and process-oriented methods for teaching mathematical concepts and skills. (DMM)

This case study describes steps for implementing innovative learning communities that build basic skills and foster self-confidence in students at the developmental level. (Contains 1 figure and 1 table.)

This chapter explores the evolution of open admissions and developmental education at the City University of New York, and discusses how CUNY and, in particular, Bronx Community College have addressed the challenges presented by underprepared college freshmen.