Knowledge Center

The University System of Georgia is leveraging results from corequisite supports. Almost 70% of students have completed gateway math and English in their first academic year, and students placed into corequisite support earned more credits than students who started in developmental education.

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.

This report shows that practitioners are most likely to cite lack of training on how to implement changes as the key barrier to scaling developmental education reforms. Three key barriers emerged through a survey: lack of training on how to implement changes, lack of participation and lack of clarity on who takes ownership of changes.

Community colleges continue to offer DevEd courses even when they have adopted and implemented corequisite courses. This document shows that although practitioners report a high rate of adoption and implementation of corequisite courses at their institutions, they also report low rates of eliminating developmental education courses.

This study shows that assignment to hybrid emporium developmental math had different effects at two- and four-year institutions; the approach did help students in four-year colleges complete their developmental math requirements, but this positive impact did not carry through to college-level math.

This study shows that assignment to hybrid emporium developmental math had different effects at two- and four-year institutions. The approach did help students in four-year colleges complete their developmental math requirements, but this positive impact did not carry through to college-level math.

This case study shows how the California Community Colleges system has been engaging in a number of innovative reform efforts, including Guided Pathways, improvements in data technology, and the implementation of funding for colleges for completion of transfer-level English and math.

This case study shows how The City University of New York has made efforts to double its three-year associate degree graduation rates from 17% to 35%. Efforts to improve gateway course completion rates must first focus on the effectiveness of the pathways toward credit-bearing coursework.

This case study shows how reforms implemented by Ohio Strong Start to Finish were critical in reaching the statewide goal of 65% of Ohioans aged 25-64 having obtained a postsecondary credential.