One of the greatest challenges that community colleges face in their efforts to increase graduation rates is improving the success of students in their developmental, or remedial, education programs — the courses that students without adequate academic preparation must take before they can enroll in courses for college credit. Emphasizing results from experimental and quasi-experimental studies, this literature review identifies the most promising approaches for revising the structure, curriculum, or delivery of developmental education and suggests areas for future innovations in developmental education practice and research. This analysis focuses on four different types of interventions for improving students’ progress through remedial education and into college-level courses, including (1) strategies that help students avoid developmental education by shoring up their skills before they enter college; (2) interventions that accelerate students’ progress through developmental education by shortening the timing or content of their courses; (3) programs that provide contextualized basic skills together with occupational or college-content coursework; and (4) programs that enhance the supports for developmentallevel learners, such as advising or tutoring. While research on best practices in developmental education abounds, little rigorous research exists to demonstrate the effects of these reforms on students’ achievement. Programs that show the greatest benefits with relatively rigorous documentation either mainstream developmental students into college-level courses with additional supports, provide modularized or compressed courses to allow remedial students to more quickly complete their developmental work, or offer contextualized remedial education within occupational and vocational programs. These strategies show the most promise for educators and policymakers who must act now, but they should also continue to receive attention from researchers. Many of the strategies have not yet been evaluated using more rigorous and reliable research methods, and/or early promising results have not been replicated in other settings. This literature review also notes several promising reforms that merit further study: technologyaided approaches, improved alignment between secondary and postsecondary education, and curricular redesign that reconsiders the key skills that academically underprepared students will need in their careers. Finally, it flags two generic issues — placement assessments and faculty support — that will likely need to be addressed for community colleges to see large-scale changes in their developmental-level students’ achievement.

/pdf/unlocking-the-gate-what-we-know-about-improving-3rqs22jfmz.pdf

Unlocking the Gate: What We Know About Improving Developmental Education

http://ies.ed.gov/ncee/wwc/quickreview.aspx?sid=20006[11/26/2013 9:33:33 AM] What is the study about? The study authors examined whether attending Early College High Schools increased postsecondary outcomes. As defined in this study, Early Colleges are high schools that partner with local colleges and universities to offer students the opportunity to take courses towards earning an Associate’s degree or up to 2 years of college credit towards a Bachelor’s degree. The authors evaluated the impact of Early Colleges on high school graduation, college enrollment, and degree attainment both for the overall sample and for various subgroups of interest (women, racial/ethnic minorities, low income students, and first generation college students).

/pdf/early-college-early-success-early-college-high-school-474ecu15r7.pdf

Early College, Early Success: Early College High School Initiative Impact Study.

Production in the Innovation Economy emerges from several years of interdisciplinary research at MIT on the links between manufacturing and innovation in the United States and the world economy. Authors from political science, economics, business, employment and operations research, aeronautics and astronautics, and nuclear engineering come together to explore the extent to which manufacturing is key to an innovative and vibrant economy. Chapters include survey research on gaps in worker skill development and training; discussions of coproduction with Chinese firms and participation in complex manufacturing projects in China; analyses of constraints facing American start-up firms involved in manufacturing; proposals for a future of distributed manufacturing and a focus on product variety as a marker of innovation; and forecasts of powerful advanced manufacturing technologies on the horizon. The chapters show that although the global distribution of manufacturing is not an automatic loss for the United States, gains from the colocation of manufacturing and innovation have not disappeared. The book emphasizes public policy that encourages colocation through, for example, training programs, supplements to private capital, and interfirm cooperation in industry consortia. Such approaches can help the United States not only to maintain manufacturing capacity but also, crucially, to maximize its innovative potential. Contributors Joyce Lawrence, Richard K. Lester, Richard M. Locke, Florian Metzler, Jonas Nahm, Paul Osterman, Elisabeth B. Reynolds, Donald B. Rosenfeld, Hiram M. Samel, Sanjay E. Sarma, Edward S. Steinfeld, Andrew Weaver, Rachel L. Wellhausen, Olivier de Weck

Production in the innovation economy

BackgroundEarly college high schools, small schools that blur the line between high school and college, have been obtaining very strong results. This paper uses the frame of student engagement to p...

/pdf/mandated-engagement-the-impact-of-early-college-high-schools-1cm5556jxw.pdf

Mandated Engagement: The Impact of Early College High Schools.

In the past couple of decades, the number of high school students taking college courses via dual enrollment has increased dramatically, and it is becoming more common for high school students to graduate with a substantial number of college credits. We review the empirical studies on dual enrollment, paying attention to research that centers on the student and student outcomes. Our study differs from prior works that provide a comprehensive account of dual enrollment in that these papers either have focused on a general overview of the literature or have concentrated on a specific domain of dual enrollment policy. Because we focus on the student, we can spend more time analyzing the condition of the empirical research. This chapter examines evidence about who participates in dual enrollment and the relation between dual enrollment and educational outcomes. It explores differences in dual enrollment participation and outcomes by student demographics, examines what accounts for differences in dual enrollment outcomes, and compares outcomes from dual enrollment to Advanced Placement. The chapter concludes with directions for future research.

A Review of Empirical Studies on Dual Enrollment: Assessing Educational Outcomes

/pdf/fifth-annual-early-college-high-school-initiative-evaluation-30ojteimvs.pdf

Fifth Annual Early College High School Initiative Evaluation Synthesis Report. Six Years and Counting: The ECHSI Matures.

Evaluation of the Early College High School Initiative: Select Topics on Implementation: (538482012-001)

/pdf/early-college-high-school-initiative-evaluation-year-end-1xnwzhrq5t.pdf

Early College High School Initiative. Evaluation Year End Report: 2003?2004.

In 2002, the Bill & Melinda Gates Foundation started the Early College High School Initiative (ECHSI). Through this initiative, more than 200 Early College Schools (ECSs) opened by fall 2009. All of the schools aim to provide underserved students access to college classes while in high school. This article will provide an overview of the first 6 years of the ECHSI, and key findings across 5 years of the ECHSI evaluation, in particular highlighting how participants have implemented the ECHSI's core principles. However, the ECS is not a rigid model, and this article describes the variations in ECS implementation. Finally, this article documents outcomes such as attendance, grade-to-grade progression and graduation rates, student performance on assessments, and college credit accrual.

The Early College High School Initiative: An Overview of Five Evaluation Years.

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Fifth Annual Early College High School Initiative Evaluation Synthesis Report. Six Years and Counting: The ECHSI Matures.

Evaluation of the Early College High School Initiative: Select Topics on Implementation: (538482012-001)

Early College High School Initiative. Evaluation Year End Report: 2003?2004.

The Early College High School Initiative: An Overview of Five Evaluation Years.