Knowledge Center

This report examines corequsite designs of math and English courses across the Colorado Community Colleges System to identify the features of corequisite support courses that are most strongly associated with students’ short- and long-term outcomes. 

This brief examines this misalignment of funding and developmental education reform policies and provides considerations for states intending to (re)align evidence-based reforms to developmental education with effective state funding incentives. 

This report examines issues of equity in access to STEM programs within the context of the Colorado Community College System and suggest practices and policies to promote equity based on these findings.

The Strong Start to Finish Qualitative Evaluation captures valuable lessons and insights, and outlines how states and systems can design their efforts to achieve equitable outcomes for students who are racially minoritized, those with low incomes and adults who are returning to college.

This report examines implementation trends across 13 Strong Start to Finish sites; summarizes key learnings from our work; and provides considerations for state, system and institutional leaders seeking to engage in similar efforts.

Community College Research Center’s recent report explores the impact of corequisite reading on course outcomes and student success rates in the Tennessee Board of Regents system.

In this report, Motivate Lab tested the effectiveness of embedding a series of reading, writing and reflection exercises — utility-value interventions — in course curriculum to increase student motivation, boost grades and pass rates for first-generation students, and reduce withdrawal rates for all students.

This report shares key findings from a study of the corequisite model at Houston Community College, one of the nation’s largest and most racially and ethnically diverse community college systems. These findings help identify strategies that maximize the effectiveness of corequisite models with careful attention to equity issues.

Motivate Lab’s recent report investigates how learning mindsets relate to academic outcomes and how they may be particularly effective for supporting students enrolled in corequisite courses — particularly those who have been systematically marginalized by the higher education system.