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Points of Interest

Role of College Decisions in Multiple Measures

October 28, 2020
Elizabeth Kopko
This Points of Interest shows that college decisions influence the impact multiple measures systems can have on student outcomes, and that colleges should consider cut scores that allow more students into college-level courses.
People in the Reform

People in the Reform: Dr. Kim Hunter Reed

October 27, 2020
Alison Kadlec, Ashmi Patel
A conversation with Dr. Kim Hunter Reed, Louisiana Commissioner of Higher Education, about how her family's generational legacy of education advancement continues to fuel her passion for opening opportunities for Louisiana students through higher education.
Points of Interest

Course Completion and Multiple Measures

October 21, 2020
Elizabeth Kopko
This Points of Interest shows that students placed by multiple measures are more likely to complete college-level math and English courses than students placed by a single test system, and the positive impacts on completion rates are greatest in the first term.
Points of Interest

Adult Students’ Success in Corequisites

October 14, 2020
Vilan Odekar
This Points of Interest shows that adult students complete gateway courses at higher rates when placed in corequisite courses than when placed in traditional developmental courses.
Points of Interest

Increase in Pell Student Completion Rates

October 7, 2020
Vilan Odekar
This Points of Interest shows that Pell Grant students are more likely to complete gateway courses in one academic year when placed in a corequisite course.
Points of Interest

Corequisites Most Effective in Georgia

September 30, 2020
Bruce Vandal, Robert Tucker Todd
This Points of Interest shows that students placed in a single semester corequisite learning support are more likely to complete gateway math and English courses than students placed into a two semester learning support model.
Steps to Success

Scaling Systemwide

September 29, 2020
Bruce Vandal, Robert Tucker Todd
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

September 28, 2020
Vilan Odekar
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

September 23, 2020
Vilan Odekar
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.