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Mobilizing Developmental Education: The Causal Effect of Mobile App Courseware on the College Outcomes of Developmental Education Students
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Matt S. Giani; Allison Martin – Educational Evaluation and Policy Analysis, 2021
Developmental education, in which college students deemed unprepared for college-level coursework enroll in non-credit-bearing courses, is widespread in American higher education. This study evaluates the effect of mobile app courseware on the college outcomes of developmental education students. We used a research design that randomly assigned…
Descriptors: College Students, Developmental Studies Programs, Computer Oriented Programs, Courseware
Accelerating Mathematics: Findings from the AMP-UP Program at Bergen Community College
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Douglas, Daniel; McKay, Heather; Edwards, Renee – Grantee Submission, 2020
In 2015, Bergen Community College (BCC) received a grant from the U.S. Department of Education First in the World Grant Program. The grant entitled Alternatives to Mathematics Education: An Unprecedented Program (AMP-UP), was awarded to conduct a randomized control trial on a corequisite approach to developmental math education. This study was…
Descriptors: Community Colleges, Mathematics Instruction, Remedial Mathematics, Acceleration (Education)
An On-Ramp to Student Success: A Randomized Controlled Trial Evaluation of a Developmental Education Reform at the City University of New York
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Weiss, Michael J.; Scrivener, Susan; Slaughter, Austin; Cohen, Benjamin – MDRC, 2021
Most community college students are referred to developmental education courses to build basic skills. These students often struggle in these courses and college more broadly. CUNY Start is a prematriculation program for students assessed as having significant remedial needs. CUNY Start students delay matriculation for one semester and receive…
Descriptors: Randomized Controlled Trials, Program Evaluation, Developmental Studies Programs, Community Colleges
Expanding Access to College-Level Courses: Early Findings from an Experimental Study of Multiple Measures Assessment and Placement
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Cullinan, Dan; Barnett, Elisabeth; Kopko, Elizabeth; Lopez, Andrea; Morton, Tiffany – MDRC, 2019
Colleges throughout the United States are evaluating the effectiveness of the strategies used to decide whether to place students into college-level or developmental education courses. Developmental, or remedial, courses are designed to develop the reading, writing, or math skills of students deemed underprepared for college-level courses, a…
Descriptors: College Students, Student Placement, Developmental Studies Programs, Remedial Programs
Gaining Ground: Findings from the Dana Center Mathematics Pathways Impact Study
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Rutschow, Elizabeth Zachry; Sepanik, Susan; Deitch, Victoria; Raufman, Julia; Dukes, Dominique; Moussa, Adnan – Center for the Analysis of Postsecondary Readiness, 2019
Analyses of literacy and numeracy levels worldwide by the Organisation for Economic Cooperation and Development suggest that the U.S. population has one of the lowest numeracy levels among developed nations. Sixty-four percent of American adults are unable to use math and interpret math problems that most higher-level jobs require, and a full 30…
Descriptors: Numeracy, Mathematics Achievement, Mathematics Skills, Adults
Becoming College-Ready: Early Findings from a CUNY Start Evaluation
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Scrivener, Susan; Gupta, Himani; Weiss, Michael J.; Cohen, Benjamin; Cormier, Maria Scott; Brathwaite, Jessica – MDRC, 2018
Many students who enter community college are deemed underprepared for college-level courses and are referred to developmental (remedial) education courses to build their math, reading, or writing skills. These students often struggle in developmental courses and in college more broadly. To help them, the City University of New York (CUNY)…
Descriptors: Community Colleges, Two Year College Students, Urban Schools, Remedial Instruction