Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 1 |
| Since 2006 (last 20 years) | 3 |
Descriptor
Author
| Boatman, Angela | 1 |
| Diamond, John | 1 |
| Karp, Melinda Mechur | 1 |
| Kolenovic, Zineta | 1 |
| Linderman, Donna | 1 |
| Rutschow, Elizabeth Zachry | 1 |
| Serna-Wallender, Elena | 1 |
Publication Type
| Reports - Research | 3 |
| Journal Articles | 1 |
Education Level
| Postsecondary Education | 3 |
| Higher Education | 2 |
| Secondary Education | 1 |
| Two Year Colleges | 1 |
Audience
Location
| New York | 1 |
| Tennessee | 1 |
| Texas (Austin) | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
| Does not meet standards | 3 |
Download full textRutschow, Elizabeth Zachry; Diamond, John; Serna-Wallender, Elena – Center for the Analysis of Postsecondary Readiness, 2017
Until recently, most colleges required students to pass a college-level algebra course in order to earn a degree. As many as 50 percent to 70 percent of community college students enter college unprepared to take these courses, and fewer than 20 percent of such students ever successfully complete a college-level math course; the rest are…
Descriptors: Mathematics Instruction, Required Courses, College Students, College Preparation
Peer reviewed
Direct linkKolenovic, Zineta; Linderman, Donna; Karp, Melinda Mechur – Community College Review, 2013
Community colleges are grappling with low rates of degree completion and transfer. The City University of New York's (CUNY) Accelerated Study in Associate Programs (ASAP) aims to improve graduation rates by providing a range of comprehensive support services to community college students in select majors. Using student-unit record data, we…
Descriptors: Community Colleges, Graduation Rate, School Holding Power, Academic Persistence
Boatman, Angela – National Center for Postsecondary Research, 2012
Exploiting a statewide cutoff point on the placement examination used to assign students to remedial courses in Tennessee, this study employs a regression discontinuity research design to provide causal estimates of the effects on student outcomes of recently redesigned remedial courses at three Tennessee colleges. Moreover, using data on student…
Descriptors: Remedial Programs, Academic Achievement, Remedial Instruction, Teaching Methods
