Strong Start to Finish disseminates a variety of resources including research papers and “how-to” documents to practitioners in the field as they work to implement reforms. Here, you’ll find some of our collective knowledge.
Too few of today’s students — in particular racially minoritized, returning adults and those from low-income families — will hold a college degree in the coming decades, unless national trajectories change. Increasingly, colleges and universities are recognizing the critically important role of faculty in student success efforts. This toolkit provides helpful resources and rubrics for colleges and universities with a framework to fully engage faculty in the student success movement.
This toolkit presents nationally agreed-upon design principles for implementing corequisite mathematics and provides comprehensive tools and resources to make these principles actionable. It supports faculty members, advisors and administrators in adopting corequisites that ensure college students – in particular those who are Black, Latinx, Indigenous, first-generation and from low-income communities – are provided the supports they need to be successful.
This toolkit provides tested change leadership strategies for mid-level managers, and those who support them, with the goal of better equipping these critical actors to lead efforts that accelerate equitable outcomes for marginalized and racially minoritized students. We define equity here as the elimination of race, ethnicity, gender identification and socioeconomic status as predictors of opportunity and outcomes.
This report from Complete College America focuses on corequisite’s impact on improving outcomes for students in need of developmental education. Through conversations with practitioners, researchers, partners, and students, one thing is clear: corequisite support should be the norm for developmental education at every college and university. The latest report shares data and insights on the effectiveness of corequisite as well as new insights on how to implement and scale.
People in the Reform
Since the pandemic, Dr. Katie Hern, Co-Founder and Executive Director of the California Acceleration Project, has been reflecting on her humanity-centered teaching approach. She readily talks about how much she has grown and learned over her tenure as a Professor of English at Skyline College, and how her teaching style now better serves her students. Learn about her journey and growth-centered approach in our latest People in the Reform.
People in the Reform
Dr. Aisha Lowe, Vice Chancellor of Educational Services and Support for the California Community Colleges, encourages educators to envision ideal and equitable systems, and to then figure out what needs to be dismantled in order to bring that vision to life.
When colleges overwhelmingly moved to remote learning and work in 2020 due to the COVID-19 pandemic, the capacity to run proctored placement tests was significantly reduced. The Center for the Analysis of Postsecondary Readiness examined how four states — Indiana, Virginia, Texas, and Washington — took system-level actions to overcome the limitations of multiple measures assessment and find new ways to place students. By decreasing reliance on standardized assessments, state systems can help institutions to reduce disparities in student outcomes and improve student success.