The purpose of this qualitative descriptive study was to describe how first-year college students describe the academic benefits and effectiveness of participating in a developmental education program in preparing them for academic success. The theoretical frameworks supporting this study were Bandura's theory of self-efficacy and Tinto's theory…

Efforts to strengthen the pipeline to college degree completion have focused on improving college access and providing academic, social, and financial supports to students post-enrollment. This paper explores one facet of postsecondary education that has served as a barrier to both college access and success--developmental education--which has…

In education, practitioners are increasingly looking for strategies to bring data and evidence into decisionmaking and to roll out programs in intentional ways that allow for ongoing improvement. This toolkit acts as a guide to improvement strategies for teams of practitioners at colleges, providing them with the knowledge and tools they need to…

The City University of New York (CUNY) is the largest urban public university system in the United States with approximately 100,000 students enrolled in associate degree programs. Similar to trends nationwide, many associate degree students come to CUNY underprepared for college-level classes and are assigned to take remedial or developmental…

This report is focused on both introducing corequisite support to institutional leaders looking for new approaches to addressing remediation and offering new insights that can deepen practice for those who are already at work implementing the model. Following previous reports on the corequisite model, "No Room for Doubt" outlines a…

This practice guide presents six evidence-based recommendations for college and university faculty, administrators, and advisors working to improve the success of students academically underprepared for college. Each recommendation includes an overview of the practice, a summary of evidence used in support of the evidence rating, guidance on how…

As community colleges across the country look for ways to promote student success, the need for scaling effective approaches is critical. This guide builds on a framework of four phases of scaling developed in Job For the Future's (JFF's) previous publication, "Thinking Big: A Framework for States on Scaling Up Community College…

When students first enroll in college, they are required to demonstrate readiness for college-level work. Course placement depends on standardized assessments, and students who do not attain a satisfactory score are typically assigned to developmental (e.g. remedial) education courses. The theory behind this approach has been that remedial…

This Information Brief is intended to assist administrators as well as faculty and staff in postsecondary education settings to better understand the value of engaging families of students with disabilities as partners in their students' success. In response to input received during a national online dialogue in 2015, ideas and resources are…

Nearly two-thirds of students require some form of remediation before taking college-level classes, and community colleges have become increasingly important in providing this education. Unfortunately, relatively few students complete the developmental courses required to make a transition to college-level work. Based on a three-year study of over…

Ideal for faculty and administrators looking to blend business education and the liberal arts, this toolkit combines exemplary syllabi from 26 leading institutions with step-by-step strategies to advocate successfully for curricular innovation. Conceived with comprehensiveness in mind, these resources cover both inspiration and implementation for…

The current economic and political environment has increased the pressure on higher education to deliver education that is cost-effective, standardized, and accessible. Summer bridge programs have traditionally been one of the economical ways to increase the access and retention of non-traditional, first-generation, or at-risk students. Retention…

Working with K-12 schools is a valuable way for institutions and their boards to cultivate college-ready students and equip them with a sense of purpose and direction when they arrive on campus. Key elements to preparing young students for higher education include communicating expectations clearly and consistently, reaching out to underserved…

The Jewish student population has received little attention on campuses and has indicated their disappointment with college administrators and faculty who do not understand their identity. Jewish undergraduates face many identity issues related to being Jewish, yet they have limited opportunities to learn about the impact of religion on their…

Adult education services, including education for those lacking basic literacy and numeracy, preparation for the high school equivalency diploma, and English-as-a-second-language courses, play a crucial role in bridging the basic skills gap for Latinos and other workers with limited formal education and training. With recent policy and program…