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.
Partner Publication
Hitting Their Stride: The Next Chapter of Developmental Education Reform
September 3, 2019
Belinda Lei, Gates Bryant, Jeff Seaman, Lindsay Whitman, Salil Kelkar
Part 2: Supplier Landscape
Points of Interest
Dastardly "D"
August 28, 2019
Christopher M. Mullin
This Points of Interest shows that a grade of "D" was found to be more common for Black and Hispanic students than White students.
Steps to Success
Dramatic Changes for Dramatic Results
August 28, 2019
Dr. Sim Barhoum
Faculty-Supported Change Makes San Diego Mesa College "The Leading College of Equity and Excellence."
Podcasts
The Classroom as a Laboratory for Reform
August 23, 2019
Dr. Phillip Uri Treisman, Maxine T. Roberts
A discussion with Dr. Phillip Uri Treisman.
Points of Interest
Major Differences
August 21, 2019
Christopher M. Mullin
This Points of Interest sheds new light into national trends on remedial math course-taking by declared major varies.
Points of Interest
Misaligned Transitions
August 14, 2019
Christopher M. Mullin
This Points of Interest suggests that students with advanced math knowledge continue to be placed into developmental math courses.
Points of Interest
Race/Ethnicity of Adults in Developmental Education
August 7, 2019
Christopher M. Mullin
This Points of Interest highlights that significantly more first-year White students over aged 30 or older enrolled in developmental education over time.
People in the Reform
People in the Reform: Johanna Duncan-Poitier
August 1, 2019
Alison Kadlec
A conversation with Johanna Duncan-Poitier, the Senior Vice Chancellor for Community Colleges and the Education Pipeline for the State University of New York (SUNY).
Points of Interest
Age Group Dynamics
July 31, 2019
Christopher M. Mullin
This Points of Interest illustrates the significant increases in developmental course-taking for first-year students over age 24 and a decrease for students 18 or younger.
