Using a novel design approach, a randomized experiment (RE) was embedded within a regression discontinuity (RD) design (R-RE-D) to evaluate the impact of developmental mathematics at a large midwestern college ("n" = 2,122). Within a region of uncertainty near the cut-score, estimates of benefit from a prospective RE were closely…

This study investigates how the impact of developmental education is moderated by classroom composition. Drawing on a regression discontinuity design, we used data from 3,429 community college students, nested within 223 classrooms, to explore the extent to which classroom and instructor characteristics moderated the effect of developmental…

This descriptive study entitled: College Students' Perceptions of the Impact of Developmental Courses on Their Academic Performance and Persistence investigated the perceptions of college students and their responses to developmental courses. The population included students enrolled in the first semester of summer school 2010, at a selected urban…

This study examined the academic success and retention of first-year college students at a small private university to determine which variables (among the following: gender, high school grade point average (GPA), Scholastic Assessment Test (SAT) verbal and quantitative scores, and indicators of placement into developmental courses) were…