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Product
Students enrolled in developmental courses are more likely to both pay more for their education and leave school. We provide strategies to deliver developmental courses that support –rather than impede–students’ progress towards a degree.
Blogs
After Florida instituted its 2013 law that changed how the state's 28 two-year college could assess incoming students, students started skipping developmental education. Discover what those students are teaching community college leaders about student success.
Expert Insight
Today’s K-12 students experiencing "coronavirus slide” are tomorrow’s rising college students, who will require more support to be successful once they arrive on college campuses or log in to their first virtual orientation session. While the education sector’s disjointed ecosystem has long created roadblocks for students, COVID-19 and its impact on learning loss highlights an urgent need to reform developmental education now to best support learning for incoming students and improve equity in student success.
Daily Briefing
Despite their reputation as the most tech-savvy generation, students emerge as a key challenge to technology adoption in developmental education, finds one report.
Daily Briefing
As higher ed leaders faces growing pressure to reform developmental ed and boost student outcomes, community colleges in Texas are turning to corequisite programs.
Blogs
Explore three insights for community college leaders to consider when reevaluating how they assess students’ English readiness.
Resource
Read this brief for strategies to redesign mathematics courses to better support the success of all students.
White Paper
This white paper offers strategies to accelerate student success in developmental English while providing students with the non-academic support they need to meet completion goals.
Study
Based on more than 200 research interviews with leading community colleges, this study explores what works, what doesn’t, and where to invest in developmental math redesign.
Daily Briefing
A new report argues that colleges should look at a broader range of factors when deciding whether to place students in college-level courses.
