Close to two million first-year undergraduates enroll in developmental education each year. According to recent national estimates, less than half of students who start in developmental education go on to complete gateway courses and less than one-third eventually earn a degree. However, more research is needed to better assess potential…

Objective: Quantway is a Carnegie Math Pathways initiative, which redesigns the content, pedagogy, and structure of traditional developmental mathematics courses to simultaneously tackle traditional barriers to student success and support a broad range of developmental students in achieving their mathematics potential. Specifically, Quantway is a…

This study examined participation in accelerated college credit programs dual enrollment, concurrent enrollment, and Advanced Placement courses in Rhode Island high schools to understand their effects on educational attainment in the 2013/14 grade 9 cohort. The state, which has funded and promoted these opportunities for students to earn college…

The "The Effects of Accelerated College Credit Programs on Educational Attainment in Rhode Island" study examined participation in accelerated college credit programs dual enrollment, concurrent enrollment, and Advanced Placement courses in Rhode Island high schools to understand their effects on educational attainment in the 2013/14…

Statway® is one of the Community College Pathways initiatives developed by the Carnegie Foundation for the Advancement of Teaching to promote students' progress beginning in developmental math to and through college math credit. Early descriptive results suggested that the Statway program has tripled the success rate for students in half the time…

Quantway is a Carnegie Math Pathways initiative which redesigns the content, pedagogy, and structure of traditional developmental math courses to simultaneously tackle traditional barriers of student success and support a broader range of developmental students in achieving their math potential. Specifically, Quantway is a quantitative reasoning…

After many years of extremely low success rates, a radical new design of the first semester arithmetic remedial course was implemented and studied. Students at a large urban community college could take a traditional semester-long traditional lecture-based remedial arithmetic course or a new accelerated 4-week 20-hour problem-solving based…

This article contributes to the empirical literature on remediation in community colleges by using policy variation across North Carolina's community colleges to examine how remediation affects various outcomes for traditional-age college students. We find that being required to take a remedial course (as we define it in this article) either in…

There is a growing view that students who enroll in developmental courses are less successful in completing their programs than non-developmental students. Nevertheless, even though developmental students as a group ultimately might not be as academically successful as non-developmental students, many of them might still derive benefit from taking…

Developmental education has been cited as one of the most difficult issues facing community colleges. Despite the controversy and changes to educational policy regarding developmental education, there is a notable dearth of rigorous research measuring the causal effect of remediation on community college student outcomes. The present study uses…

Studies of students enrolled in computer-based instruction have yielded mixed results, with some reporting a high dropout rate. Tis article describes a quantitative study examining the probability of students' withdrawal from a computer- versus lecture-based developmental math course based on learning style, reasons for selecting the instructional…