This paper reports outcomes for community college students who took modularized, self-paced, computer-assisted, remedial math courses with outcomes of students who took “traditional” (that is, mostly lecture-based) classes. Modularized courses were no more (or less) effective than traditional courses at helping students complete their developmental math requirements.
This working paper (forthcoming in July 2018 as a chapter in The ANNALS of the American Academy of Political and Social Science) updates the existing pipeline paradigm for evidence building with a cyclical paradigm that encompasses evidence building, implementation, and adaptation.
Situating Child Care and Child Care Subsidy Use in the Daily Routines of Lower-Income Families
Welfare-Reliant Women’s Post-TANF Views of Work-Family Trade-offs and Marriage
The Effects of Welfare and Employment Programs on Child Care
New Experimental Evidence on Financial Work Incentives and Pre-Employment Services