Executive Order (EO) 1110, a major policy adopted by the California State University System (CSU) Chancellor's Office in August 2017, requires CSU campuses to eliminate non-credit-bearing developmental courses in written communication and math/quantitative reasoning, and change how students are placed into entry-level courses in these areas. The…

Transitioning Learners to Calculus in Community Colleges (TLC3) is a research project aimed at transforming institutional approaches to matriculating underrepresented racial minority (URM) students into and through Calculus II in the nation's 1,023 public associate degree-granting institutions (community colleges). The broader goal of the TLC3…

This is the second of a two-part column that reports the results of a qualitative study of instructors and their implementation of Integrated Reading and Writing (IRW) courses. The study participants include members of the National Association for Developmental Education (NADE) and had attended an IRW professional development event at the NADE…

In 1995, Prince George's Community College made at-risk student retention an institutional priority. Studies conducted that year found that 70% of new students tested for placement needed remediation in at least one area, and that the pass rate in developmental mathematics was approximately 50%. A two-part intervention program was initiated to…