Resource Library
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.
Steps to Success
Scaling Systemwide
In this Steps to Success paper, we learn how the University System of Georgia (USG) is leveraging compelling results from corequisite supports to maintain momentum in their developmental education reforms. Early results from the full-scale implementation of corequisite support have shown upward of 70% of students completing gateway math and English in their first academic year, which is comparable to outcomes for students placed directly into college-level math and English courses. Students placed into corequisite support earned more credits and were more likely to persist than students who started in developmental education.
People in the Reform
People in the Reform: The Ada Center
A conversation with Sarah Zauner, Executive Director of The Ada Center, which partners with colleges and universities, state entities, and national organizations to help higher education institutions better utilize technology to support student success and equity.
Points of Interest
Barriers to Scale
This Points of Interest shows that practitioners are most likely to cite the lack of training on how to implement changes as a key barrier to scaling developmental education reforms.
Points of Interest
Corequisite Adoption vs. DevEd Elimination
This Points of Interest shows that although practitioners report a high rate of adoption and implementation of corequisite courses at their institutions, they also report low rates of eliminating developmental education courses.
Points of Interest
Persistence of Developmental Sequences
This Points of Interest shows that institutions where reform practices are in process or at scale still use multi-semester developmental education course sequences on their campuses.
Points of Interest
Effects of Computer-Based Math Remediation
This Points of Interest shows that assignment to hybrid emporium developmental math had different effects at two- and four-year institutions; the approach did help students in four-year colleges complete their developmental math requirements, but this positive impact did not carry through to college-level math.
Points of Interest
Scaling Multiple Measures Placement in MN
This Points of Interest shows how Minnesota State Colleges and Universities designed a multiple measures course placement framework that incorporates high school GPA.
People in the Reform
People in the Reform: Matt DelConte
A conversation with Matt DelConte, Associate Professor of English at Onondaga Community College (OCC) and Project Director of the State University of New York (SUNY) Developmental English Learning Community.
Learning from the Reform
Strong Start Arkansas: Early Progress
As part of the first six case studies in our Learning from the Reform publication series, we document the results to date of reforms underway from the six systems that make up the first phase of the Strong Start to Finish initiative. In this case study, we learn about Strong Start Arkansas.
