Jonas Hugosson, a student at LaGuardia Community College, shares how he succeeded in a math class that required supplemental instruction.
There is a persistent problem among colleges and universities for students placed in developmental courses like math and English. They are not completing the courses and, in most cases, should not be taking them in the first place. While developmental education outcomes are deeply troubling for state and institutional leaders and practitioners, for low-income students, students of color and returning adults who see college as a path to something greater, our collective failure to adequately support their success is a heavy burden to bear.
Developmental education reforms such as multiple measures for placement, co-requisites, and math pathways are proven strategies to increase student success in postsecondary education. There is still much to be done to codify these efforts in policy. Policy is key for scale-up and sustainability. This framework provides a guide to move in that direction.
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.
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