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.
Points of Interest
Developmental Education and Dual Enrollment
This Points of interest shows that a majority of states (30) do not allow students to take developmental/remedial courses in dual enrollment programs in at least one of their major dual enrollment systems.
Points of Interest
An Emerging Line
This Points of Interest suggests that a 2.5 high school GPA may be an emerging cut-off for placement in developmental education courses.
Points of Interest
Co-requisite Mathematics Improves Long-term Outcomes
This Points of Interest highlights that students who take co-requisite math courses continue to succeed in advanced math courses.
Points of Interest
Accelerating Gateway Course Completion
This Points of Interest illuminates one of the ways students benefit from co-requisite mathematics - by taking fewer courses before completing a required college-level course.
People in the Reform
People in the Reform: Jonas Hugosson
A conversation with Jonas Hugosson, a student at LaGuardia Community College.
Points of Interest
Long-term Benefits of Co-requisite Mathematics
This Points of Interest shows that passing a traditional remedial course is not key to college success, and achieving success in co-requisite mathematics can improve a student's chance of community college graduation.
Podcasts
Dramatic Changes for Dramatic Results
How faculty-supported change makes San Diego Mesa College "The Leading College of Equity and Excellence."
Points of Interest
Improving Graduation Outcomes
This Points of Interest highlights that the benefits of co-requisite mathematics extend beyond individual course outcomes to include improved graduation rates.
Points of Interest
Reporting Requirements for Developmental Education
This Points of Interest shows that fewer states have statutes requiring detailed reporting of developmental education data than those that do not.
