Forty percent of all entering college students and over half of entering community college students must take at least one remedial course. Fewer than half make it through developmental education. This two-page Looking Forward memo provides an overview of research evidence in four areas of developmental education reform.
A Look at MDRC’s Research
Forty percent of all entering college students and over half of entering community college students must take at least one remedial course. Fewer than half make it through developmental education. This two-page Issue Focus provides an overview of new research evidence in four areas of developmental education reform.
Evidence from Promising Programs
A review of high-quality studies, this paper highlights interventions — in education, employment and training, and second-chance programs — that have demonstrated positive results for young men of color. It comes as policymakers and philanthropies focus new attention on investing more to build opportunities for these young men.
Educational Challenges and MDRC’s Research
MDRC hosted a recent colloquium to celebrate our 40th anniversary and the contributions of former Board Chair Robert Solow. This issue focus summarizes a panel presentation, featuring Frank Levy, Richard J. Murnane, Cecilia E. Rouse, and Ronald F. Ferguson, about current challenges in education and how MDRC’s research can help address them.
Too many students enter college underprepared, drop out, and never earn a credential that would give them access to stable, well-paid jobs. Part of our “Looking Forward” series, this policy memo describes some promising college readiness programs that can provide students with the skills they need to successfully complete college, but cautions that more evidence is needed.
An Impact Study of Eight Developmental Summer Bridge Programs in Texas
Eight developmental summer bridge programs offered accelerated and focused learning opportunities for entering college students with low skills in Texas. An evaluation shows positive impacts on introductory college-level course completion in math and writing, which faded by the end of two years. The programs had no impact on persistence or the average number of credits students attempted or earned.
An Implementation and Early Impacts Study of Eight Texas Developmental Summer Bridge Programs
For entering college students with low basic skills, eight intensive summer programs provided accelerated instruction in math, reading, and/or writing; academic support; a “college knowledge” component; and the opportunity to receive a $400 stipend. Early results suggest that participants were more likely to pass entry-level college courses in math and writing.