Category: Blog

The State Policy Framework for Developmental Education Reform was developed to support postsecondary leaders in their efforts to scale effective reform practices. This blog further examines the intersection of postsecondary policy at the state and system levels with four developmental education reform practices: multiple measures for placement, acceleration through co-requisite models, alignment of first credit-bearing math courses to degree pathways, and strategic use of data.

The corequisite model as an equity tool is data-driven and proves to remove institutional barriers for the most vulnerable students. Using disaggregated data and capturing who are most impacted by the long sequence of developmental courses is the jumpoff point to initiate the work and a compass to measure success.

The 2023 Learning Network Convening launched a new phase of Strong Start to Finish’s work. Network partners, faculty, funders, advisory board members, SStF sites and other experts joined the event to learn more about the proven success of developmental education reform. Read more about the meeting, which featured a panel discussion with students who took corequisite courses.

Persistent racial disparities in educational outcomes aren’t natural. Many instructors effectively draw upon the strengths of Black, Latinx, Native American and other racially minoritized students. This blog discusses activities the author employed to draw on students’ strengths and become an effective variable in their success.

Culturally sustaining student supports and offerings are developed in response to students’ expressed needs and evolve over time in response to the needs of the student population. Culturally sustaining developmental education reform will be characterized by institutions supplementing quantitative data and existing research findings with qualitative information from key stakeholders to improve or develop interventions that address student obstacles.

Complete College America has been a champion of corequisite support for more than a decade. This is based on the overwhelming and consistent evidence that it is a better model than traditional prerequisite remediation for students to pass their gateway math and English courses. The corequisite model has also been shown to be an effective equity strategy to eliminate institutional performance gaps for racially minoritized students. I often frame corequisite pedagogical practices through the following five components.

Developmental education (DE) reforms are addressing some barriers in college progression that students in traditional prerequisite course structures face, especially students who are racially minoritized, students with low incomes and adults returning to college. In fact, many of the structural changes often produce better outcomes data in the aggregate than when traditional placement and course models are used. However, after disaggregating these data, leaders who notice outcome differences between student groups have asked us, “How can I address this disparity, and what should I do with these data?” In this blog, I share outcomes from DE reforms and offer a tool that helps to refine the approach to DE reform by using outcome data to address ineffective institutional policies and practices.

Every year, a majority of students entering community college for the first time are assessed as needing remediation in math or English. Colleges have directed them to enroll in developmental courses, where they spend time and money without accruing credits toward a college degree. However, many students who enroll in developmental courses never make it into college-level courses.

Given the impacts on higher education during the pandemic, students need access to high quality, well trained advisors to help them make sense of dizzying career and academic choices. For many students, particularly Black, Brown, Asian American and Indigenous students, returning adults and students from low-income backgrounds there are significant barriers to attaining their degrees.