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.
Coordination between campus supports is crucial for students who need additional academic reinforcement, especially when they are remote. In this webinar, you can learn about holistic support efforts that are transparent and welcoming for online corequisite students.
Watch this discussion of social-emotional learning about how a sense of connectedness and belonging promotes student retention and success. Engage with techniques and strategies such as growth mindset, reducing belonging uncertainty, transference of knowledge, and promoting metacognition.
Points of Interest
This Points of Interest shows that for students near the margin of college readiness, direct placement into college-level courses without corequisite support may result in similar outcomes as placement into corequisite courses.
People in the Reform
A conversation with Russ Deaton, Executive Vice Chancellor for Policy and Strategy of the Tennessee Board of Regents (TBR), where successful implementation of corequisite support has yielded important lessons. Interview by Ashmi Patel and Alison Kadlec.
Discover equitable practices that ensure students can access programs leading to sustainable wages, leverage the assets students bring to class, and foster a supportive learning culture. Find out how virtual education technologies can both be beneficial and limit equitable access and what to do.
Points of Interest
This Points of Interest suggests that learning from best practices of more advanced institutions may be the key to greater success in English developmental education reform. These best practices are explored more fully in the complete paper, Hitting their Stride 2020.
This is the second iteration of an annual study done in collaboration with the Strong Start to Finish Network, through funding from the Bill & Melinda Gates Foundation, to uncover how the adoption of new policies and practices has reduced the amount of time students have spent in developmental education courses. The findings within this iteration seek to understand the trends and advancements made by institutions, practitioners and providers in the space along the spectrum of policy innovation. Specifically, we see the developmental education reform movement at a tipping point as the field shifts from adopting policy to implementation at scale of new practices.