Strong Start To Finish
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Points of Interest

Making Math Useful to Students

August 12, 2020
Elizabeth Zachry Rutschow
This Points of Interest shows that a greater percentage of students participating in DCMP courses agreed they would use the math they learned in their everyday lives.
Points of Interest

Differences Across Corequisites

August 5, 2020
Elizabeth Ganga
This Points of Interest shows that the positive effects of corequisite reform in math for students on the placement cusp were largely the result of enrollments in statistics and math for liberal arts.
Points of Interest

Comparing Corequisite to Direct Placement

July 29, 2020
Elizabeth Ganga
This Points of Interest shows that for students near the margin of college readiness, direct placement into college-level courses without corequisite support may result in similar outcomes as placement into corequisite courses.
People in the Reform

People in the Reform: Russ Deaton

July 27, 2020
Alison Kadlec, Ashmi Patel
A conversation with Russ Deaton, Executive Vice Chancellor for Policy and Strategy of the Tennessee Board of Regents (TBR), where successful implementation of corequisite support has yielded important lessons. Interview by Ashmi Patel and Alison Kadlec.
Points of Interest

Recessions Bring Older Students

July 22, 2020
Christopher M. Mullin
This Points of Interest shows that history suggests older students, who will be coming to college when the recession wanes, will benefit at institutions that have implemented reforms.
Points of Interest

English Trails Math in DevEd Reform

July 15, 2020
Gates Bryant
This Points of Interest suggests that learning from best practices of more advanced institutions may be the key to greater success in English developmental education reform. These best practices are explored more fully in the complete paper, Hitting their Stride 2020.
Policy Report

Hitting Their Stride: The Next Chapter of Developmental Education Reform

July 14, 2020
Gates Bryant
This is the second iteration of an annual study done in collaboration with the Strong Start to Finish Network, through funding from the Bill & Melinda Gates Foundation, to uncover how the adoption of new policies and practices has reduced the amount of time students have spent in developmental education courses. The findings within this iteration seek to understand the trends and advancements made by institutions, practitioners and providers in the space along the spectrum of policy innovation. Specifically, we see the developmental education reform movement at a tipping point as the field shifts from adopting policy to implementation at scale of new practices.
Points of Interest

Placement with Only High School GPAs

July 8, 2020
Vilan Odekar
This Points of Interest shows how CUNY implemented a new placement policy that incorporates a student’s high school GPA.
Points of Interest

Implementing Multiple Measures

July 1, 2020
Vilan Odekar
This Points of Interest shows how CUNY implemented a new placement policy to identify students who should have access to gateway level college courses.