Resources

Resources on Higher Education

This page lists resources on higher education, education in general, remediation and developmental education, psychology, science, statistics, and related fields and disciplines that I have used in my teaching, presenting, and papers. Much of it directly involves or is related to community college data. Citations are in APA 7th edition format, and there are sure to be errors. Most also have links so practitioners and policymakers are able to find and read them. They are in order by category but are revised regularly, so please check back for updates. If you have any to share, please contact me.

UPDATE:

2024 NOSSMI Conference Presentation Slides:

2024NOSSMIReformMovementFailedStudentsGoudas

Presentations

Goudas, A.M. (2024, November 1). The community college reform movement has failed students: A critical review of the literature [Conference presentation]. National Organization for Student Success Michigan Chapter (NOSSMI) Conference, Lansing, MN, United States. 2024NOSSMIReformMovementFailedStudentsGoudas

Goudas, A.M. (2024, September 19). The community college reform movement has failed students: A critical review of the literature [Conference presentation]. Minnesota Association for Developmental Education (MNADE) Conference, Hinckley, MN, United States. 2024MNADEReformMovementFailedStudentsGoudas

Goudas, A.M. (2023, March 3). The elimination of remediation and developmental education is harmful and diversionary [Conference presentation]. Minnesota Writing and English (MnWE) Conference, St. Cloud, MN, United States. 2023MnWEEliminationRemediationGoudas

Goudas, A.M. (2023, March 3). The elimination of remediation and developmental education is harmful and diversionary [Conference presentation]. National Association for Developmental Education Conference, Nashville, TN, United States. 2023NOSSEliminationRemediationGoudas

Goudas, A.M. (2022, September 22). Measure twice, cut once: Practical and effective college placement recommendations beyond HSGPA [Keynote address]. Minnesota Association for Developmental Education (MNADE) Conference, Walker, MN, United States. 2022MNADEPlacementRecommendations

Boylan, H.R., & Goudas, A.M. (2021, November 18). How current research refutes the mythology of developmental education’s ineffectiveness [Conference session]. College Reading and Learning Association Conference, Cincinnati, OH, United States. 2021-11-18CRLABoylanGoudasPPTFinal

Goudas, A. M. (2021, November 5). Remediation and developmental education never were a barrier: Recent data confirm community college remedial-nonremedial graduation rates are identical [Keynote address]. Nebraska Developmental
Education Consortium (NDEC) Conference, Online. 2021RemediationNeverWasaBarrierNDEC

Goudas, A. M. (2020, October 8). False narratives, not data, are driving reforms [Keynote address]. Iowa Organization for Student Success Conference, Online. 2020FalseNarrativesIOSS

Goudas, A. M. (2020, March 5). False narratives, not data, are driving reforms [Conference session]. National Association for Developmental Education Conference, Nashville, TN, United States. http://communitycollegedata.com/wp-content/uploads/2020/03/2020FalseNarrativesNOSS.pdf

Goudas, A. M. (2020, March 4). Measure twice, place once: Understanding and applying data on multiple measures for college placement [Conference session]. National Association for Developmental Education Conference, Nashville, TN, United States. http://communitycollegedata.com/wp-content/uploads/2020/03/2020MultipleMeasuresNOSSPreconfWksp.pdf

Goudas, A. M. (2019, March 7). Rorschach data: Why USDOE IES NCES research showing high remedial graduation rates has been ignored [Conference session]. National Association for Developmental Education Conference, Atlanta, GA, United States. http://communitycollegedata.com/wp-content/uploads/2019/03/2019GoudasNADERorschachData.pdf

Goudas, A. M. (2019, February 14). Data, won’t you be my Valentine? How to lovingly collect, interpret, and analyze
data in higher education [Webinar]. National Association for Developmental Education. http://communitycollegedata.com/wp-content/uploads/2019/02/2019GoudasNADEWebinarDataPDF.pdf

Goudas, A. M. (2018, November 9). You have an effective reform, but how do you collaborate with decision-makers to implement it? [Keynote address]. National Learning Communities Conference, Bay City, MI, United States. http://communitycollegedata.com/wp-content/uploads/2018/11/2018GoudasNLCCCollaboration.pdf

Goudas, A. M. (2018, September 27). The 4 C’s to collaborate: Communicate, comprehend, compromise, and cooperate [Keynote address]. Minnesota Association for Developmental Education Conference, Brainerd, MN, United States. http://communitycollegedata.com/wp-content/uploads/2018/09/2018GoudasMNADE4CsCollaboration.pdf

Goudas, A. M. (2018, February 8). No one is an island: How to implement and integrate holistic reform using spectrum thinking [Keynote address]. Georgia Association for Developmental Education Conference, St. Simons Island, GA, United States. http://communitycollegedata.com/wp-content/uploads/2018/02/2018GoudasGADESpectrumThinking.pdf

Goudas, A. M. (2018, January 26). Multiple measures for college placement: Important factors to consider [PowerPoint slides]. Arizona Association for Developmental Education Conference, Phoenix, AZ, United States. http://communitycollegedata.com/wp-content/uploads/2018/01/2018MultipleMeasuresGoudasAADEJanPdf.pdf

Goudas, A. M. (2017, September 29). We know what works, so now let’s do it: How to implement holistic reform using spectrum thinking [Keynote address]. Minnesota State System Conference, Brainerd, MN, United States. http://communitycollegedata.com/wp-content/uploads/2018/02/2017GoudasMNStateSystemWeKnowWhatWorks.pdf

Goudas, A. M. (2017, March 3). Corequisites: The good, the bad, and the ugly [Concurrent session]. National Association for Developmental Education Conference, Oklahoma City, OK, United States. http://communitycollegedata.com/wp-content/uploads/2017/03/GoudasNADEPresentationCoreqsWebVersion2017.pdf

Goudas, A. M. (2016, April 22). In defense of developmental education [Keynote address]. North Carolina Association for Developmental Education Western Regional Conference, Charlotte, NC, United States. http://communitycollegedata.com/wp-content/uploads/2021/02/2016GoudasNCADEPresentationInDefenseDevEd.pdf

Articles, Reports, and Books

Pre-K

Bayol, S. A., Simbi, B. H., Bertrand J. A., & Stickland, N. C. (2008). Offspring from mothers fed a ‘junk food’ diet in pregnancy and lactation exhibit exacerbated adiposity that is more pronounced in females. The Journal of Physiology, 586(13), 3219–3230. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2538787/pdf/tjp0586-3219.pdf

Burchinal, M. R., Campbell, F. A., Bryant, D. M., Wasik, B. H., & Ramey, C. T. (1997). Early intervention and mediating processes in cognitive performance of children of low-income African American families. Child Development, 68(5), 935–954.

Campbell, F. A., Pungello, E. P., Miller-Johnson, S., Burchinal, M., & Ramey, C. T. (2001). The development of cognitive and academic abilities: Growth curves from an early childhood educational experiment. Developmental Psychology, 37(2), 231–242.

Chetty, R., Hendren, N. Lin, F., Majerovitz, J., & Scuderi, B. (2016). Childhood environment and gender gaps in adulthood. (NBER Working Paper No. 21936). National Bureau of Economic Research. http://www.nber.org/papers/w21936

Dobbs, D. (2013, December 16). Terrible twos who stay terrible. The New York Times. http://well.blogs.nytimes.com/2013/12/16/terrible-twos-who-stay-terrible/

Francis, D., Diorio, J., Liu, D., & Meaney, M. J. (1999). Nongenomic transmission across generations of maternal behavior and stress responses in the rat. Science, 286, 1155–1158.

Hart, B., & Risley, T. (2003). The early catastrophe: The 30 million word gap by age 3. American Educator, Spring, 4–9. https://www.aft.org/ae/spring2003/hart_risley

National Center for Healthy Housing. (2013). Childhood lead exposure and educational outcomes [Issue brief]. http://www.nchh.org/Portals/0/Contents/Childhood_Lead_Exposure.pdf 

Schweinhart, L. J. (2003). Benefits, costs, and explanation of the High/Scope Perry preschool program. https://files.eric.ed.gov/fulltext/ED475597.pdf

Skoe, E., Krizman, J., & Kraus, N. (2013). The impoverished brain: Disparities in maternal education affect the neural response to sound. The Journal of Neuroscience, 33(44), 17221–17231. http://www.jneurosci.org/content/33/44/17221

Sperry, D. E., Sperry, L. L., & Miller, P. J. (2018). Reexamining the verbal environments of children from different socioeconomic backgrounds. Child Development. https://onlinelibrary.wiley.com/doi/abs/10.1111/cdev.13072

K-12

Bowles, N. (2019, April 21). Silicon Valley came to Kansas schools. That started a rebellion. The New York Times. https://www.nytimes.com/2019/04/21/technology/silicon-valley-kansas-schools.html

Campbell, F. A., & Ramey, C. T. (1995). Cognitive and school outcomes for high-risk African American students at middle adolescence: Positive effects of early intervention. American Educational Research Journal, 32(4), 743–772. http://journals.sagepub.com/doi/pdf/10.3102/00028312032004743

Carey K., & Harris E. A. (2016, December 16). It turns out spending more probably does improve education. The New York Times. http://www.nytimes.com/2016/12/12/nyregion/it-turns-out-spending-more-probably-does-improve-education.html

Doll, J. J., Eslami, Z., & Walters, L. (2013). Understanding why students drop out of high school, according to their own reports: are they pushed or pulled, or do they fall out? A comparative analysis of seven nationally representative studies. SAGE Open October-December, 1–15. https://journals.sagepub.com/doi/pdf/10.1177/2158244013503834

Goldhaber, D., Kane, T. J., & McEachin, A. (2021, December 13). Analysis: Pandemic learning loss could cost U.S. students $2 trillion in lifetime earnings. What states & schools can do to avert this crisis. The 74. https://www.the74million.org/article/analysis-pandemic-learning-loss-could-cost-u-s-students-2-trillion-in-lifetime-earnings-what-states-schools-can-do-to-avert-this-crisis/

Goodlad, J. I. (1984). A Place Called School: Prospects for the Future. McGraw-Hill.

Heckman, J. J., & LaFontaine, P. A. (2010). The American high school graduation rate: Trends and Levels. The Review of Economics and Statistics, 92(2), 244–262. http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2900934/pdf/nihms-117813.pdf

Kraus, J., Slater, J., Thompson, E. C., Hornickel, J., Strait, D. L., Nicol, T., & White-Schwoch, T. (2014). Music enrichment programs improve the neural encoding of speech in at-risk children. The Journal of Neuroscience, 34(36), 11913–11918. http://www.jneurosci.org/content/34/36/11913

Kristoff, N., & WuDunn, S. (2014, September 12). The way to beat poverty. The New York Times. http://www.nytimes.com/2014/09/14/opinion/sunday/nicholas-kristof-the-way-to-beat-poverty.html

Reading Is Fundamental. (2015). Read for success: Combating the summer learning slide in America. https://www.rif.org/sites/default/files/RIF-Read_for_Success-Results.pdf

Reuschel, J. C. (2009). A comparative study of high school academic paths, grade point averages, and ACT composite scores as predictors of success at Walters State Community College [Unpublished doctoral dissertation]. East Tennessee State University. http://dc.etsu.edu/etd/1847

Shakeel, M. D., & Peterson, P. E. (2022). A half century of student progress nationwide. Education Next. https://www.educationnext.org/half-century-of-student-progress-nationwide-first-comprehensive-analysis-finds-gains-test-scores/

Shukman, David. (2011, April 25). IQ test motivation—not just intelligence. BBC News. http://www.bbc.co.uk/news/health-13156817

Tough, P. (2012). How children succeed: Grit, curiosity, and the hidden power of character. Houghton Mifflin Harcourt.

Turner, C. (2014). This is your brain. This is your brain on music. National Public Radio. http://www.npr.org/blogs/ed/2014/09/10/343681493/this-is-your-brain-this-is-your-brain-on-music

Vigdor, J., & Ladd, H. F. (2010). Scaling the digital divide: Home computer technology and student achievement (CALDER Working Paper No. 48). National Center for Analysis of Longitudinal Data in Education Research. http://www.nber.org/papers/w16078.pdf

Postsecondary

Accelerated Learning Program (ALP). (n.d.). What is ALP exactly? http://alp-deved.org/what-is-alp-exactly/

Adams, P., Gearhart, S., Miller, R., & Roberts, A. (2009). The accelerated learning program: Throwing open the gates. Journal of Basic Writing, 28(2), 50–69. http://files.eric.ed.gov/fulltext/EJ877255.pdf

Adelman, C. (1999). Answers in the tool box: Academic intensity, attendance patterns, and bachelor’s degree attainment. National Institute on Postsecondary Education, Libraries, and Lifelong Learning. http://files.eric.ed.gov/fulltext/ED431363.pdf

Aldeman, C. (2009, November 3). Crossing the finish line: College dropouts. Education Policy Center Blog at American Institutes for Research. http://educationpolicy.air.org/edsector-archives/blog/crossing-finish-line-college-dropouts=

Anderson, L., & Fulton, M. (2015). Multiple measures for college readiness. Education Commission of the States. http://www.ecs.org/clearinghouse/01/17/37/11737.pdf

Arendale, D. R. (2005). Terms of endearment: Words that define and guide developmental education. Journal of College Reading and Learning, 2005(35), 66–82. https://doi.org/10.1080/10790195.2005.10850174

Ariovich, L., & Walker, S. A. (2014). Assessing course redesign: The case of developmental math. Research & Practice in Assessment, 9(Summer), 45–57. http://www.rpajournal.com/dev/wp-content/uploads/2014/06/A3.pdf

Attewell, P., Heil, S., & Reisel, L. (2012). What is academic momentum? And does it matter? Educational Evaluation and Policy Analysis, 34(1), 27–44. https://journals.sagepub.com/doi/10.3102/0162373711421958

Attewell, P., Lavin, D., Domina, T., & Levey, T. (2006). New evidence on college remediation. The Journal of Higher Education, 77(5), 886–924. https://doi.org/10.1080/00221546.2006.11778948

Azurdia, G., & Galkin, K. (2020). An eight-year cost analysis from a randomized controlled trial of CUNY’s Accelerated Study in Associate Programs (Working Paper). MDRC. https://www.mdrc.org/sites/default/files/ASAP_Cost_Working_Paper_final.pdf

Bahr, P. R. (2008). Does mathematics remediation work?: A comparative analysis of academic attainment among community college students. Research in Higher Education, 49, 420–450. http://dx.doi.org/10.1007/s11162-008-9089-4

Bahr, P. R. (2010). Revisiting the efficacy of postsecondary remediation: The moderating effects of depth/breadth of deficiency. Research in Higher Education, 33(2), 177–205. http://debdavis.pbworks.com/f/revisiting+postsecondary+remediation.pdf

Banks, T., & Dohy, J. (2019). Mitigating barriers to persistence: A review of efforts to improve retention and graduation rates for students of color in higher education. Higher Education Studies, 9(1), 118–131. https://files.eric.ed.gov/fulltext/EJ1203738.pdf

Barshay, J. (2018, February 19). How to help students avoid the remedial ed trap. The Hechinger Report. https://hechingerreport.org/help-students-avoid-remedial-ed-trap/

Barshay, J. (2023, May 15). Proof Points: Inside the perplexing study that’s inspired colleges to drop remedial math. The Hechinger Report. https://hechingerreport.org/proof-points-inside-the-perplexing-study-thats-inspired-college-to-drop-remedial-math/

Bertrand, M., Hallberg, K., Hofmeister, K., Morgan, B., & Shirey, E. (2019). Increasing academic progress among low-income community college students: Early evidence from a randomized controlled trial. University of Chicago Poverty Lab and Harris School of Public Policy. https://www.povertyactionlab.org/sites/default/files/research-paper/Increasing-Academic-Progress-among-Low-Income-Community-College-Students_Early-Evidence-from-a-RCT_Bertrand-et-al_May2019.pdf

Bettinger, E. P., & Baker, R. B. (2014). The effects of student coaching: An evaluation of a randomized experiment in student advising. Educational Evaluation and Policy Analysis, 36(1), 3–19. https://doi.org/10.3102/0162373713500523

Bill & Melinda Gates Foundation. (2010, April 20). Foundation giving $110 million to transform remedial education. https://www.gatesfoundation.org/ideas/media-center/press-releases/2010/04/foundation-giving-$110-million-to-transform-remedial-education

Blake, J. (2024, August 30). Louisiana’s corequisite math courses boost completion. Inside Higher Ed. https://www.insidehighered.com/news/students/retention/2024/08/30/louisianas-corequisite-math-courses-boost-completion

Bowen, W. G., Chingos, M. M., & McPherson, M. S. (2009). Crossing the finish line: Completing college at America’s public universities. Princeton University Press.

Bound, J., Lovenheim, M. F., & Turner, S. (2010). Why have college completion rates declined? An analysis of changing student preparation and collegiate resources. American Economic Journal: Applied Economics, 2(3), 129–57. https://www.nber.org/system/files/working_papers/w15566/w15566.pdf

Boylan, H. R. (2002). What works: Research-based best practices in developmental education. Continuous Quality Improvement Network and the National Center for Developmental Education, Appalachian State University. https://books.google.com/books/about/What_Works.html?id=R4DWAAAAMAAJ

Boylan, H. R., & Bonham, B. S. (Eds.). (2014). Developmental education: Readings on its past, present, and future. Bedford/St. Martins.

Boylan, H. R., Calderwood, B. J., & Bonham, B. S. (2017). College completion: Focus on the finish line. National Center for Developmental Education and Lumina Foundation. https://www.luminafoundation.org/files/resources/college-completion.pdf

Boylan, H. R., & Goudas, A. M. (2012). Knee-jerk reforms on remediation. Inside Higher Ed. https://www.insidehighered.com/views/2012/06/19/essay-flawed-interpretations-research-remedial-education

Boylan, H. R., Goudas, A. M., & Truschel, J. (2024). The impact of college academic coaching. Research in Learning Assistance and Developmental Education (RiLADE), 3(2), 2–12. https://cladea.info/resources/rilade/RiLADE_3_2_August_2024.pdf

Braga, M., Paccagnella, M., & Pellizzari, M. (2011). Evaluating students’ evaluations of professors. Institute for the Study of Labor. http://ftp.iza.org/dp5620.pdf

Brandon, K. (2009, July 14). Investing in education: The American Graduation Initiative. The White House: President Barack Obama. https://obamawhitehouse.archives.gov/blog/2009/07/14/investing-education-american-graduation-initiative

Cabrera, A. F., Burkum, K. R., & La Nasa, S. M. (2005). Pathways to a four-year degree: Determinants of transfer and degree completion. In A. Seidman (Ed.), College student retention: A formula for success (pp. 155–214). ACE/Praeger Series on Higher Education. https://www.researchgate.net/publication/261699379_Pathways_to_a_four_year_degree_Determinants_of_transfer_and_degree_completion

Carey, K. (2017, October 31). Revised data shows community colleges have been underappreciated. The New York Times. https://www.nytimes.com/2017/10/31/upshot/revised-data-shows-community-colleges-have-been-underappreciated.html

Center for Community College Student Engagement. (2012). A matter of degrees: Promising practices for community college student success (a first look). The University of Texas at Austin, Community College Leadership Program. https://www.ccsse.org/docs/Matter_of_Degrees.pdf

Center for Community College Student Engagement. (2014). Contingent commitments: Bringing part-time faculty into focus. The University of Texas at Austin, Program in Higher Education Leadership. https://www.ccsse.org/docs/PTF_Special_Report.pdf

Center for Community College Student Engagement. (2018). Show me the way: The power of advising in community colleges. The University of Texas at Austin. https://www.ccsse.org/nr2018/Show_Me_The_Way.pdf

Center for Community College Student Engagement. (2020). Building momentum: Using guided pathways to redesign the student experience. The University of Texas at Austin, College of Education, Department of Educational Leadership and Policy, Program in Higher Education Leadership. https://cccse.org/sites/default/files/BuildingMomentum.pdf

Chickering, A. W., & Gamson, Z. F. (1987). Seven principles for good practice in undergraduate education. American Association for Higher Education Bulletin, 3–7. http://files.eric.ed.gov/fulltext/ED282491.pdf

Citrus College. (2017, December). Accuracy of self-reported high school GPA. https://www.citruscollege.edu/admin/research/Documents/AB705/AccuracyGPA2017.pdf

City University of New York. (2022). Significant increases in associate degree graduation rates: CUNY Accelerated Study in Associate Programs (ASAP). Office of Institutional Research and Assessment (OIRA).

Clotfelter, C., Ladd, H., Muschkin, C., & Vigdor, J. (2015). Developmental education in North Carolina community colleges. Educational Evaluation and Policy Analysis, 37(3), 354–375. https://journals.sagepub.com/doi/10.3102/0162373714547267

Cohen, A. M., Brawer, F. B., & Kisker, C. B. (2014). The American community college (6th ed.). Jossey-Bass.

Complete College America. (n.d.). Spanning the divide. http://completecollege.org/spanningthedivide/

Complete College America. (2012). Remediation: Higher education’s bridge to nowhere. Bill & Melinda Gates Foundation. https://eric.ed.gov/?id=ED536825

Complete College America. (2022, September 20). Complete college America awarded five year grant to increase equitable student outcomes in higher education. https://completecollege.org/resource/complete-college-america-awarded-five-year-grant-to-increase-equitable-student-outcomes-in-higher-education/

Crede, M., Roch, S. G., & Kieszczynka, U. M. (2010). Class attendance in college: A meta-analytic review of the relationship of class attendance with grades and student characteristics. Review of Educational Research, 80(2), 272–295. http://journals.sagepub.com/doi/abs/10.3102/0034654310362998

Crisp, G., & Delgado, C. (2014). The impact of developmental education on community college persistence and vertical transfer. Community College Review, 42(2), 99–117. https://doi.org/10.1177/0091552113516488

Cross, P. (1971). Beyond the open door: New students to higher education. San Francisco, CA: Jossey-Bass.

Daly, M. C., & Bengali, L. (2014, May 5). Is it still worth going to college? Economic Letter. Federal Reserve Bank of San Francisco. http://www.frbsf.org/economic-research/publications/economic-letter/2014/may/is-college-worth-it-education-tuition-wages/

Daugherty, L., Gomez, C. J., Carew, D. G., Mendoza-Graf, A., & Miller, T. (2018). Designing and implementing corequisite models of developmental education: Findings from Texas community colleges. RAND Corporation. https://www.rand.org/pubs/research_reports/RR2337.html

Deming, D. J., & Walters, C. R. (2017). The impact of price caps and spending cuts on U.S. postsecondary attainment (NBER Working Paper No. 23736). National Bureau of Economic Research. https://www.nber.org/papers/w23736.pdf

Denley, T. (2017). Co-requisite remediation full implementation 2015–16. Tennessee Board of Regents. https://www.tbr.edu/sites/tbr.edu/files/media/2016/12/TBR%20CoRequisite%20Study%20-%20Full%20Implementation%202015-2016.pdf

Denning, J. T., Eide, E. R., Mumford, K. J., Patterson, R. W., & Warnick, M. (2022). Why have college completion rates increased? American Economic Journal: Applied Economics, 14(3), 1–29. https://pubs.aeaweb.org/doi/pdfplus/10.1257/app.20200525

De Paola, M., & Scoppa, V. (2014). The effectiveness of remedial courses in Italy: A fuzzy regression discontinuity design. Journal of Population Economics, 27(2), 365–386. https://doi.org/10.1007/s00148-013-0466-8

DesJardins, S. L., Ahlburg, D. A., & McCall, B. P. (2006). The effects of interrupted enrollment on graduation from college: Racial, income, and ability differences. Economics of Education Review, 25(6), 575–590. https://doi.org/10.1016/j.econedurev.2005.06.002

Dougherty, K., & Kienzl, G. (2006). It’s not enough to get through the open door: Inequalities by social background in transfer from community colleges to four-year colleges. Teachers College Record, 108(3), 452–487. https://ccrc.tc.columbia.edu/publications/social-background-inequalities-transfer.html

Douglas, D., Edwards, R., & McKay, H. (2020). First in the world—AMP-UP, Union County College: Final evaluation report. Rutgers School of Management and Labor Relations, Education and Employment Research Center. https://files.eric.ed.gov/fulltext/ED608872.pdf

Douglas, D., Logue, A. W., & Watanabe-Rose, M. (2023). The long-term impacts of corequisite mathematics remediation with statistics: Degree completion and wage outcomes. Educational Researcher, 52(1), 7–15. https://doi.org/10.3102/0013189×221138848

Douglas, D., McKay, H., & Edwards, R. (2020). Accelerating mathematics: Findings from the AMP-UP program at Bergen Community College. Rutgers School of Management and Labor Relations, Education and Employment Research Center. https ://files.eric.ed.gov/fulltext/ED608780.pdf

Dowd, A. C., & Melguizo, T. (2008). Socioeconomic stratification of community college transfer access in the 1980s and 1990s: Evidence from HS&B and NELS. Review of Higher Education, 31(4), 377–400. https://doi.org/10.1353/rhe.0.0004

Duchini, E. (2017). Is college remedial education a worthy investment? New evidence from a sharp regression discontinuity design. Economics of Education Review, 60, 36–53. https://doi.org/10.1016/j.econedurev.2017.06.004

Edley, C., Jr. (2017, June 5). At Cal State, algebra is a civil rights issue. EdSource. https://edsource.org/2017/at-cal-state-algebra-is-a-civil-rights-issue/582950

Education Commission of the States. (2012). Core principles for transforming remedial education: A joint statement. Charles A. Dana Center, Complete College America, Inc., Education Commission of the States, and Jobs for the Future. https://www.ecs.org/docs/STATEMENTCorePrinciples.pdf

Education Commission of the States. (2015, November 10). Core principles for transforming remediation within a comprehensive student success strategy: A joint statement. https://www.insidehighered.com/sites/default/server_files/files/core_principles_nov5.pdf

Education Commission of the States. (2018, December 10). 50-state comparison: Developmental education policies. https://www.ecs.org/50-state-comparison-developmental-education-policies/

Evans, W. N., Kearney, M. S., Perry, B., & Sullivan, J. X. (2020). Increasing community college completion rates among low‐income students: Evidence from a randomized controlled trial evaluation of a case‐management intervention. Journal of Policy Analysis and Management, 39(4), 930–965. https://doi.org/10.1002/pam.22256

Fack, G., & Grenet, J. (2015). Improving college access and success for low-income students: Evidence from a large need-based grant program. American Economic Journal: Applied Economics, 7(2), 1–34. https://doi.org/10.1257/app.20130423

Fain, P. (2012, February 29). Standardized tests that fail. Inside Higher Ed. https://www.insidehighered.com/news/2012/02/29/too-many-community-college-students-are-placing-remedial-classes-studies-find

Fain, P. (2012, April 3). How to end remediation. Inside Higher Ed. https://www.insidehighered.com/news/2012/04/04/connecticut-legislature-mulls-elimination-remedial-courses

Fain, P. (2012, May 6). Connecticut legislature passes remedial education overhaul. Inside Higher Ed. https://www.insidehighered.com/quicktakes/2012/05/07/connecticut-legislature-passes-remedial-education-overhaul

Fain, P. (2019, May 23). Wealth’s influence on enrollment and completion. Inside Higher Ed. https://www.insidehighered.com/news/2019/05/23/feds-release-broader-data-socioeconomic-status-and-college-enrollment-and-completion

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Saxon, D. P., & Morante, E. A. (2014). Effective student assessment and placement: Challenges and recommendations. Journal of Developmental Education, 37(3), 24–31. https://www.jstor.org/stable/24614032

Schneider, M. (2010). Finishing the first lap: The cost of first-year student attrition in America’s four-year colleges and universities. American Institutes for Research. https://www.air.org/sites/default/files/AIR_Schneider_Finishing_the_First_Lap_Oct101.pdf

Scott, P. A., & Conrad, C. F. (1991). A critique of intensive courses and an agenda for research. In J. C. Smart (Ed.), Higher education: Handbook of theory and research (pp. 411–459). Agathon Press. http://dm.education.wisc.edu/cfconrad/intellcont/A%20Critique%20of%20Intensive%20Courses%20and%20an%20Agenda%20for%20Research-1.pdf

Scrivener, S., Gupta, H., Weiss, M. J., Cohen, B., Cormier, M. S., & Brathwaite, J. (2018). Becoming college ready: Early findings from a CUNY Start evaluation. MDRC. https://www.mdrc.org/sites/default/files/CUNY_START_Interim_Report_FINAL_0.pdf

Scrivener, S., & Weiss, M. J. (2013). More graduates: Two-year results from an evaluation of Accelerated Study in Associate Programs (ASAP) for developmental education students (MDRC Policy Brief). MDRC. http://www.mdrc.org/sites/default/files/More_Graduates.pdf

Scrivener, S., Weiss, M. J., Ratledge, A., Rudd, T., Sommo, C., & Fresques, H. (2015). Doubling graduation rates: Three-year effects of CUNY’s Accelerated Study in Associate Programs (ASAP) for developmental education students. MDRC. http://www.mdrc.org/sites/default/files/doubling_graduation_rates_fr.pdf

Sgobbi, F. (2022). The effectiveness of remedial courses: New evidence from undergraduate students in industrial engineering. Education Economics, 30(3), 320–337. https://www.tandfonline.com/doi/abs/10.1080/09645292.2021.1974343

Shaddai, J. L. (2018). Remedial education in higher education in the United States: A historical perspective. Social Science and Humanities Journal, 2(3), 388–394. https://sshj.in/index.php/sshj/article/view/122/71

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Smith, A. A. (2015, May 8). Legislative fixes for remediation. Inside Higher Ed. https://www.insidehighered.com/news/2015/05/08/states-and-colleges-increasingly-seek-alter-remedial-classes

Smith, A. A. (2015, June 25). When you’re not ready. Inside Higher Ed. https://www.insidehighered.com/news/2015/06/25/floridas-remedial-law-leads-decreasing-pass-rates-math-and-english

Smith, A. A. (2016, May 26). Determining a student’s place. Inside Higher Ed. https://www.insidehighered.com/news/2016/05/26/growing-number-community-colleges-use-multiple-measures-place-students

Smith, A. A. (2018, September 6). Reports: Free college programs don’t benefit low-income students. Inside Higher Ed. https://www.insidehighered.com/news/2018/09/06/new-reports-show-free-tuition-programs-may-not-help-low-income-students-much

Smith, A. A. (2019, March 29). Mixed results on Florida remedial education gamble. Inside Higher Ed. https://www.insidehighered.com/news/2019/03/29/remedial-education-progress-florida-still-leaves-unanswered-questions

Sommo, C., & Ratledge, A. (2015). Bringing CUNY Accelerated Study in Associate Programs (ASAP) to Ohio: Early findings from a demonstration in three community colleges. MDRC. http://www.mdrc.org/sites/default/files/ASAP_Ohio_final.pdf

State Higher Education Executive Officers Association. (2015). State higher education finance: Fiscal year 2015. https://www.luminafoundation.org/files/resources/state-higher-ed-finance-fy2015.pdf

Stigler, J. W., Givvin, K. B., & Thompson, B. J. (2013). What community college developmental mathematics students understand about mathematics. The Carnegie Foundation for the Advancement of Teaching. https://www.carnegiefoundation.org/wp-content/uploads/2013/05/stigler_dev-math.pdf

Stolzenberg, E. B., Aragon, M. C., Romo, E., Couch, V., McLennan, D., Eagan, M. K., & Kang, N. (2020).
The American freshman: National norms fall 2019. Higher Education Research Institute, UCLA. https://www.heri.ucla.edu/monographs/TheAmericanFreshman2019.pdf

Strumbos, D., & Kolenovic, Z. (2017). Six-year outcomes of ASAP students: Transfer and degree attainment. City University of New York. http://www1.cuny.edu/sites/asap/wp-content/uploads/sites/8/2017/01/201701_ASAP_Eval_Brief_Six_Year_Outcomes_FINAL.pdf

Turk, J. M. (2019). Estimating the impact of developmental education on associate degree completion: A dose–response approach. Research in Higher Education, 60, 1090–1112. https://doi.org/10.1007/s11162-019-09549-9

Twigg, C. A. (2005). Increasing success for underserved students: Redesigning introductory courses. National Center for Academic Transformation. http://www.thencat.org/Monographs/IncSuccess.pdf

Twigg, C. A. (2009). Increasing success in developmental math: Following the NCAT playbook. National Center for Academic Transformation. http://www.thencat.org/Guides/AllDisciplines/How%20to%20Redesign%20A%20College%20Course.pdf

Umbach, P. D., Clayton, A. B., & Smith, K. N. (2020). Developmental education’s effect on graduation and labor market outcomes. Journal of Developmental Education, 43(2), 10–17.

Valentine, J. C., Konstantopoulos, S., & Goldrick-Rab, S. (2017). What happens to students placed into developmental education? A meta-analysis of regression discontinuity studies. Review of Educational Research, 87(4), 806–833. https://journals.sagepub.com/doi/10.3102/0034654317709237

Venezia, A., Bracco, K. R., & Nodine, T. (2010). One-shot deal? Students’ perceptions of assessment and course placement in California’s community colleges. WestEd. https://files.eric.ed.gov/fulltext/ED566386.pdf

Wang, X. (2017). Toward a holistic theoretical model of momentum for community college student success. In M. B. Paulsen (Ed.), Higher education: Handbook of theory and research (pp. 259–308). New York, NY: Springer. https://link.springer.com/chapter/10.1007/978-3-319-48983-4_6

Ward, J. D., Pisacreta, E. D., Weintraut, B., & Kurzweil, M. (2020). An overview of state higher education funding approaches: Lessons and recommendations [Issue brief]. ITHAKA S+R. https://doi.org/10.18665/sr.314511

Webber, D. (2016, September 16). Fancy dorms aren’t the main reason tuition is skyrocketing. Five Thirty Eight. https://fivethirtyeight.com/features/fancy-dorms-arent-the-main-reason-tuition-is-skyrocketing/

Weiss, M. J., Mayer, A., Cullinan, D., Ratledge, A., Sommo, C., & Diamond, J. (2014). A random assignment evaluation of learning communities at Kingsborough Community College: Seven years later. MDRC. http://www.mdrc.org/sites/default/files/A_Random_Assignment_Evaluation_of_Learning_Communities_KCC.pdf

Weiss, M. J., Scrivener, S., Slaughter, A., & Cohen, B. (2021). An on-ramp to student success: A randomized controlled trial evaluation of a developmental education reform at the City University of New York. Educational Evaluation and Policy Analysis, 43(4), 555–586. https://doi.org/10.3102/01623737211008901

Weiss, M. J., Scrivener, S., Slaughter, A., & Cohen, B. (2021). An on-ramp to student success a randomized controlled trial evaluation of a developmental education reform at the City University of New York. MDRC. https://www1.cuny.edu/sites/cunystart/wp-content/uploads/sites/51/2021/03/CUNYStartWorkingpaper_rev.pdf

West, M. R. (2014, December 18). The limitations of self-report measures of non-cognitive skills. Brookings Institution. https://www.brookings.edu/research/the-limitations-of-self-report-measures-of-non-cognitive-skills/

Westrick, P. A., & Allen, J. (2014). Validity evidence for ACT Compass placement tests (ACT Research Report Series). ACT. http://files.eric.ed.gov/fulltext/ED546849.pdf

Wiley, R. W., & Rapp, B. (2021). The effects of handwriting experience on literacy learning. Psychological Science. https://doi.org/10.1177/0956797621993111

Wilkenson, T. (2014). ACT college readiness benchmark attainment by annual family income level 2014 (Brief 2014-22). ACT Research and Policy Information. https://www.act.org/research/researchers/briefs/pdf/2014-22.pdf

Williams, G. A. (2024, January 17). In defense of remedial math. Inside Higher Ed. https://www.insidehighered.com/opinion/views/2024/01/17/defense-remedial-math-opinion

Willingham, D. (2013, February 18). What predicts college GPA? Daniel Willingham–Science & Education. http://www.danielwillingham.com/daniel-willingham-science-and-education-blog/what-predicts-college-gpa

Yeado, J., Haycock, K., Johnstone, R., & Chaplot, P. (2014). Higher education practice guide: Learning from high-performing and fast-gaining institutions. The Education Trust. http://edtrust.org/wp-content/uploads/2013/10/PracticeGuide1.pdf

Zhai, L., & Monzon, R. (2001, November 14–16 ). Community college student retention: Student characteristics and withdrawal reasons [Paper presentation]. Annual Meeting of the California Association for Institutional Research, Sacramento, CA, United States. https://files.eric.ed.gov/fulltext/ED473676.pdf

Zhao, K., Mokher, C. G., Park-Gaghan, T. J., & Hu, S. (2022). Who benefited more from the developmental education reform in Florida? The role of exemption status. AERA Open, 8, 1–14. https://doi.org/10.1177/23328584221126474

Zhao, Q., Wang, J-L., & Liu, S-H. (2021). A new type of remedial course for improving university students’ learning satisfaction and achievement. Innovations in Education and Teaching International. https://www.tandfonline.com/doi/full/10.1080/14703297.2021.1948886

USDOE, IES, NCES, and U.S. CEnsus data

Adelman, C. (2004). Principal indicators of student academic histories in post-secondary education, 1972–2000. U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics. https://files.eric.ed.gov/fulltext/ED483154.pdf

Chen, X. (2016). Remedial coursetaking at U.S. public 2- and 4-year institutions: Scope, experiences, and outcomes (NCES 2016-405). U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics. https://nces.ed.gov/pubs2016/2016405.pdf

Chen, X., Caves, L. R., Pretlow, J., Caperton, S. A., Bryan, M., & Cooney, D. (2020). Courses taken, credits earned, and time to degree: A first look at the postsecondary transcripts of 2011–12 Beginning Postsecondary Students (NCES 2020-501). U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics. https://nces.ed.gov/pubs2020/2020501.pdf

Fong, A. B., Huang, M., & Goel, A. M. (2008). Examining the links between grade 12 mathematics coursework and mathematics remediation in Nevada public colleges and universities (Issues & Answers Report, REL 2008–No. 058). U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance. https://ies.ed.gov/ncee/edlabs/regions/west/pdf/REL_2008058.pdf

Hu, S., Park, T. J., Woods, C. S., Tandberg, D. A., Richard, K., & Hankerson, D. (2016). Investigating developmental and college-level course enrollment and passing before and after Florida’s developmental education reform (REL 2017–203). U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Southeast. https://ies.ed.gov/ncee/edlabs/regions/southeast/pdf/REL_2017203.pdf

Hussar, B., Zhang, J., Hein, S., Wang, K., Roberts, A., Cui, J., Smith, M., Bullock Mann, F., Barmer, A., & Dilig, R. (2020). The condition of education 2020 (NCES 2020-144). U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics. https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2020144

Ifill, N., Radford, A. W., Wu, J., Cataldi, E. F., Wilson, D., & Hill, J. (2016). Persistence and attainment of 2011–12 first time postsecondary students after 3 years (BPS:12/14) (NCES 2016-401). U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics. https://nces.ed.gov/pubs2016/2016401.pdf

Institute of Education Sciences. (n.d.). Procedures and standards handbook version 3.0. What Works Clearinghouse, National Center for Education Evaluation and Regional Assistance, U.S. Department of Education. https://ies.ed.gov/ncee/wwc/Docs/referenceresources/wwc_procedures_v3_0_standards_handbook.pdf

Kanter, M., Ochoa, E., Nassif, R., & Chong, F. (2011). Meeting President Obama’s 2020 college completion goal. U.S. Department of Education.

Kena, G., Aud, S., Johnson, F., Wang, X., Zhang, J., Rathbun, A., Wilkinson-Flicker, S., & Kristapovich, P. (2014). The condition of education 2014 (NCES 2014-083). U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics. http://nces.ed.gov/pubs2014/2014083.pdf

Kena, G., Hussar W., McFarland J., de Brey C., Musu-Gillette, L., Wang, X., Zhang, J., Rathbun, A., Wilkinson-Flicker, S., Diliberti M., Barmer, A., Bullock Mann, F., & Dunlop Velez, E. (2016). The condition of education 2016 (NCES 2016-144). U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics. http://nces.ed.gov/pubs2016/2016144.pdf

Kena, G., Musu-Gillette, L., Robinson, J., Wang, X., Rathbun, A., Zhang, J., Wilkinson-Flicker, S., Barmer, A., and Dunlop Velez, E. (2015). The condition of education 2015 (NCES 2015-144). U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics. https://nces.ed.gov/pubs2015/2015144.pdf

McFarland, J., Hussar, B., de Brey, C., Snyder, T., Wang, X., Wilkinson-Flicker, S., Gebrekristos, S., Zhang, J., Rathbun, A., Barmer, A., Bullock Mann, F., and Hinz, S. (2017). The condition of education 2017 (NCES 2017- 144). U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics. https://nces.ed.gov/pubs2017/2017144.pdf

National Center for Education Statistics. (n.d.). Table 180302. Among 2003–04 beginning postsecondary students who first enrolled in public 2­year institutions, percentage distribution of students according to their postsecondary persistence and highest degree attainment as of 2009, by remedial course enrollment and completion status: 2003-09. U.S. Department of Education, Institute of Education Sciences. https://nces.ed.gov/datalab/table/library/detail/12658

National Center for Education Statistics. (2011). Community college student outcomes: 1994–2009 (NCES 2012-253). U.S. Department of Education, Institute of Education Sciences. https://nces.ed.gov/pubs2012/2012253.pdf

National Center for Education Statistics. (2014). Institutional retention and graduation rates for undergraduate students. U.S. Department of Education, Institute of Education Sciences. https://nces.ed.gov/programs/coe/pdf/Indicator_CTR/coe_ctr_2014_05.pdf

National Center for Education Statistics. (2015). Postsecondary attainment: Differences by socioeconomic status. U.S. Department of Education, Institute of Education Sciences. https://nces.ed.gov/programs/coe/pdf/coe_tva.pdf

National Center for Education Statistics. (2015). Table 333.10: Revenues of public degree-granting postsecondary institutions, by source of revenue and level of institution: 2007–08 through 2013–14. U.S. Department of Education, Institute of Education Sciences. https://nces.ed.gov/programs/digest/d15/tables/dt15_333.10.asp

National Center for Education Statistics. (2017). International educational attainment. U.S. Department of Education, Institute of Education Sciences. https://nces.ed.gov/programs/coe/indicator_cac.asp

National Center for Education Statistics. (2017). Undergraduate retention and graduation rates. U.S. Department of Education, Institute of Education Sciences. https://nces.ed.gov/programs/coe/pdf/Indicator_CTR/coe_ctr_2017_05.pdf

National Center for Education Statistics. (2019). Young adult educational and employment outcomes by family socioeconomic status. U.S. Department of Education, Institute of Education Sciences. https://nces.ed.gov/programs/coe/pdf/coe_tbe.pdf

Nord, C., Roey, S., Perkins, R., Lyons, M., Lemanski, N., Brown, J., & Schuknecht, J. (2011). The nation’s report card: America’s high school graduates (NCES 2011–462). U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics. http://nces.ed.gov/nationsreportcard/pdf/studies/2011462.pdf

Pretlow, J., Jackson, D., & Bryan, M. (2020). A 2017 follow-up: Six-year persistence and attainment at any institution for 2011–12 first-time postsecondary students (NCES 2020-238). U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics. https://nces.ed.gov/pubs2020/2020238.pdf

Radford, A. W., Berkner, L., Wheeless, S. C., & Shepherd, B. (2010). Persistence and attainment of 2003– 04 beginning postsecondary students: After 6 years (NCES 2011-151). U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics. http://nces.ed.gov/pubs2011/2011151.pdf

Radford, A. W., & Horn, L. (2012). Web tables—An overview of classes taken and credits earned by beginning postsecondary students (NCES 2013-151rev). National Center for Education Statistics. http://nces.ed.gov/pubs2013/2013151rev.pdf

U.S. Census Bureau. (2017, March 30). Highest educational levels reached by adults in the U.S. since 1940 [Release number: CB17-51]. https://www.census.gov/newsroom/press-releases/2017/cb17-51.html

U.S. Census Bureau. (2018). Postsecondary enrollment before, during and after the Great Recession. https://www.census.gov/newsroom/press-releases/2018/postsecondary.html

National Student Clearinghouse Research Center

Causey, J., Lee, S., Ryu, M., Scheetz, A., & Shapiro, D. (2022). Completing college: National and state report with longitudinal data dashboard on six- and eight-year completion rates (Signature Report 21). National Student Clearinghouse Research Center. https://nscresearchcenter.org/wp-content/uploads/Completions_Report_2022.pdf

Causey, J., Pevitz, A., Ryu, M., Scheetz, A., & Shapiro, D. (2022). Completing college: National and state report on six-year completion rates for fall 2015 beginning cohort (Signature Report 20). National Student Clearinghouse Research Center. https://nscresearchcenter.org/wp-content/uploads/Completions_Report_2021.pdf

National Student Clearinghouse Research Center. (2015). Snapshot report persistence-retention (Snapshot Report 18). https://nscresearchcenter.org/wp-content/uploads/SnapshotReport18-PersistenceRetention.pdf

National Student Clearinghouse Research Center. (2017). Contribution of two-year public institutions to bachelor’s completions at four-year institutions (Snapshot Report 26). https://nscresearchcenter.org/wp-content/uploads/SnapshotReport26.pdf

National Student Clearinghouse Research Center. (2017). First-year persistence and retention (Snapshot Report 28). https://nscresearchcenter.org/wp-content/uploads/SnapshotReport28a.pdf

National Student Clearinghouse Research Center. (2019). Term enrollment estimates spring 2019. https://nscresearchcenter.org/wp-content/uploads/CurrentTermEnrollmentReport-Spring-2019.pdf

National Student Clearinghouse Research Center. (2020). Current term enrollment estimates: Fall 2020. https://nscresearchcenter.org/wp-content/uploads/CTEE_Report_Fall_2020.pdf

National Student Clearinghouse Research Center. (2020). First-year persistence and retention 2018 beginning cohort. https://nscresearchcenter.org/wp-content/uploads/PersistenceRetention2020.pdf

Shapiro, D., Dundar, A., Huie, F., Wakhungu, P. K., Bhimdiwali, A., & Wilson, S. E. (2018). Completing college: A national view of student completion rates – fall 2012 cohort (Signature Report No. 16). National Student Clearinghouse Research Center. https://nscresearchcenter.org/wp-content/uploads/SignatureReport16.pdf

Shapiro, D., Dundar, A., Huie, F., Wakhungu, P. K., Bhimdiwala, A., & Wilson, S. E. (2019). Completing college: Eight year completion outcomes for the fall 2010 cohort (Signature Report No. 12c). National Student Clearinghouse Research Center. https://nscresearchcenter.org/wp-content/uploads/NSC_Signature-Report_12_Update.pdf

Shapiro, D., Dundar, A., Huie, F., Wakhungu, P. K., Yuan, X., Nathan, A., & Bhimdiwali, A. (2017). Completing college: A national view of student completion rates – fall 2011 cohort (Signature Report No. 14). National Student Clearinghouse Research Center. https://nscresearchcenter.org/wp-content/uploads/SignatureReport14_Final.pdf

Shapiro, D., Dundar, A., Huie, F., Wakhungu, P. K., Yuan, X., Nathan, A. & Hwang, Y. (2017). Tracking transfer: Measures of effectiveness in helping community college students to complete bachelor’s degrees (Signature Report No. 13). National Student Clearinghouse Research Center. https://nscresearchcenter.org/wp-content/uploads/SignatureReport13_corrected.pdf

Shapiro, D., Dundar, A., Wakhungu, P. K., Yuan, X., Nathan, A., & Hwang, Y. (2016). Completing college: A national view of student attainment rates – fall 2010 cohort (Signature Report No. 12). National Student Clearinghouse Research Center. https://nscresearchcenter.org/wp-content/uploads/SignatureReport12.pdf

Shapiro, D., Dundar, A., Yuan, X., Harrell, A., & Wakhungu, P. K. (2014). Completing college: A national view of student attainment rates – fall 2008 cohort (Signature Report No. 8). National Student Clearinghouse Research Center. https://nscresearchcenter.org/wp-content/uploads/SignatureReport8.pdf

Shapiro, D., Ryu, M., Huie, F., Liu, Q., & Zheng, Y. (2019). Completing college 2019 national report (Signature Report 18). National Student Clearinghouse Research Center. https://nscresearchcenter.org/wp-content/uploads/Completions_Report_2019.pdf

Xu, Z., Backes, B., Oliveira, A., & Goldhaber, D. (2020). Targeted interventions in high school: Preparing students for college (Working Paper No. 232-0220). National Center for Analysis of Longitudinal Data in Education Research (CALDER). https://files.eric.ed.gov/fulltext/ED603894.pdf

CCRC, NCPR, CAPR, and CAPSEE

Adams, P., Bickerstaff, S., Johnsen, H., & Zollars, M. (2012). Adopting and adapting reforms: Replicating the Accelerated Learning Program [PowerPoint slides]. http://ccrc.tc.columbia.edu/presentation/adopting-adapting-reforms-alp.html

Bailey, T. R. (2008). Challenge and opportunity: Rethinking the role and function of developmental education in community college (CCRC Working Paper No. 14). Community College Research Center, Teachers College, Columbia University. http://ccrc.tc.columbia.edu/media/k2/attachments/challenge-and-opportunity.pdf

Bailey, T. R. (2009). Rethinking developmental education in community college (CCRC Brief No. 40). Community College Research Center, Teachers College, Columbia University. http://files.eric.ed.gov/fulltext/ED504329.pdf

Bailey, T. R. (2016). The need for comprehensive reform: From access to completion. New Directions for Community Colleges, 2016(176), 11–21. https://doi.org/10.1002/cc.20218

Bailey, T. R., Bashford, J., Boatman, A., Squires, J., Weiss, M., Doyle, W., Valentine, J. C., LaSota, R., Polanin, J. R., Spinney, E., Wilson, W., Yeide, M., & Young, S. H. (2016). Strategies for postsecondary students in developmental education – A practice guide for college and university administrators, advisors, and faculty. U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, What Works Clearinghouse. http://ies.ed.gov/ncee/wwc/Docs/PracticeGuide/wwc_dev_ed_112916.pdf

Bailey, T. R., Calcagno, J. C., Jenkins, D., Leinbach, D. T., & Kienzl, G. S. (2006). Is student-right-to-know all you should know? An analysis of community college graduation rates. Research in Higher Education, 47(5), 491–519. https://www.jstor.org/stable/40197600

Bailey, T. R., & Cho, S. W. (2010). Developmental education in community colleges: The White House Summit on Community College [Issue brief]. Community College Research Center, Teachers College, Columbia University. https://ccrc.tc.columbia.edu/media/k2/attachments/developmental-education-community-colleges.pdf

Bailey, T. R., Hughes, K., & Jaggars, S. S. (2012, May 18). Law hamstrings college remedial programs. Hartford Courant. https://www.courant.com/opinion/hc-xpm-2012-05-18-hc-op-bailey-college-remedial-education-bill-too-r-20120518-story.html

Bailey, T. R., Jaggars, S. S., & Jenkins, D. (2015). Redesigning America’s community colleges: A clearer path to student success. Harvard Press.

Bailey, T. R., Jaggars, S. S., & Scott-Clayton, J. (2013). Characterizing the effectiveness of developmental education: A response to recent criticism. Community College Research Center, Teachers College, Columbia University. http://files.eric.ed.gov/fulltext/ED542142.pdf

Bailey, T. R., Jeong, D. W., & Cho, S. W. (2008). Referral, enrollment, and completion in developmental education sequences in community colleges (CCRC Working Paper No. 15). Community College Research Center, Teachers College, Columbia University. https://files.eric.ed.gov/fulltext/ED503962.pdf

Bailey, T. R., Jeong, D. W., & Cho, S. W. (2009). Referral, enrollment, and completion in developmental education sequences in community colleges (CCRC Working Paper No. 15, Revised November 2009). Community College Research Center, Teachers College, Columbia University. http://ccrc.tc.columbia.edu/media/k2/attachments/referral-enrollment-completion-developmental_V2.pdf

Bailey, T. R., Jeong, D. W., & Cho, S. W. (2010). Referral, enrollment, and completion in developmental education sequences in community colleges. Economics of Education Review, 29(2), 255–270. https://doi.org/10.1016/j.econedurev.2009.09.002

Bailey, T. R., Jeong, D. W., & Cho, S. W. (2010). Student progression through developmental sequences in community colleges (CCRC Brief No. 45). Community College Research Center, Teachers College, Columbia University. http://ccrc.tc.columbia.edu/media/k2/attachments/student-progression-through-developmental-sequences-brief.pdf

Barnett, E., Bergman, P., Kopko, E., Reddy, V., Belfield, C., Roy, S., & Cullinan, D. (2018). Multiple measures placement using data analytics: An implementation and early impacts report. Center for the Analysis of Postsecondary Readiness, Community College Research Center, Teachers College, Columbia University, and MDRC. https://ccrc.tc.columbia.edu/media/k2/attachments/multiple-measures-placement-using-data-analytics.pdf

Barnett, E., & Kopko, E. (2020). What really works in student success? (CCRC Working Paper No. 121). Community College Research Center, Teachers College, Columbia University. https://ccrc.tc.columbia.edu/media/k2/attachments/what-works-student-success.pdf

Barnett, E., Kopko, E., Cullinan, D., & Belfield, C. (2020). Who should take college-level courses? Impact findings from an evaluation of a multiple measures assessment strategy. Center for the Analysis of Postsecondary Readiness and Community College Research Center, Teachers College, Columbia University, and MDRC. https://postsecondaryreadiness.org/wp-content/uploads/2020/10/multiple-measures-assessment-impact-findings.pdf

Barnett, E., & Reddy, V. (2017). College placement strategies: Evolving considerations and practices [CAPR working paper). Center for the Analysis of Postsecondary Readiness, Community College Research Center, Teachers College, Columbia University, and MDRC. https://ccrc.tc.columbia.edu/media/k2/attachments/college-placement-strategies-evolving-considerations-practices.pdf

Belfield, C. R. (2014). Improving assessment and placement at your college: A tool for institutional researchers. Community College Research Center, Teachers College, Columbia University. http://ccrc.tc.columbia.edu/media/k2/attachments/improving-assessment-placement-institutional-research.pdf

Belfield. C. R., & Crosta, P. M. (2012). Predicting success in college: The importance of placement tests and high school transcripts (CCRC Working Paper No. 42). Community College Research Center, Teachers College, Columbia University. http://ccrc.tc.columbia.edu/media/k2/attachments/predicting-success-placement-tests-transcripts.pdf

Belfield, C. R., & Crosta, P. M. (2013, April 19). A better factory model. Inside Higher Ed. https://www.insidehighered.com/views/2013/04/19/measures-college-efficiency-too-often-ignore-full-chain-production

Belfield, C. R., Jenkins, D., & Fink, J. (2019). Early momentum metrics: Leading indicators for community college improvement [CCRC research brief]. Community College Research Center, Teachers College, Columbia University. https://ccrc.tc.columbia.edu/media/k2/attachments/early-momentum-metrics-leading-indicators.pdf

Belfield. C. R., Jenkins, D., & Lahr, H. (2016). Is corequisite remediation cost effective? Early findings from Tennessee (CCRC Research Brief No. 62). Community College Research Center, Teachers College, Columbia University. https://ccrc.tc.columbia.edu/media/k2/attachments/corequisite-remediation-cost-effective-tennessee.pdf

Bettinger, E. P., & Long, B. T. (2005). Remediation at community colleges: Student participation and outcomes. New Directions for Community Colleges, 2005(129), 17–26. https://doi.org/10.1002/cc.182

Bettinger, E. P., & Long, B. T. (2009). Addressing the needs of underprepared students in higher education: Does college remediation work? Journal of Human Resources, 44(3), 736–771. https://www.jstor.org/stable/20648915

Bickerstaff, S., Beal, K., Raufman, J., Lewy, E. B., & Slaughter, A. (2022). Five principles for reforming developmental education: A review of the evidence. Center for the Analysis of Postsecondary Readiness, Community College Research Center, Teachers College, Columbia University, and MDRC. https://ccrc.tc.columbia.edu/media/k2/attachments/capr-synthesis-report-final.pdf

Bickerstaff, S., & Melguizo, T. (2024). Developmental education reform as a civil rights agenda: Recent history and future directions for California. The Civil Rights Project/Proyecto Derechos Civiles, UCLA. https://pullias.usc.edu/wp-content/uploads/2024/01/Civil-Rights_Dev-Ed_120823.pdf

Biedzio, D., & Sepanik, S. (2022). Interim findings from the Dana Center Mathematics Pathways long-term follow-up study. Center for the Analysis of Postsecondary Readiness, Community College Research Center, Teachers College, Columbia University. https://files.eric.ed.gov/fulltext/ED620146.pdf

Boatman, A., & Long. B. T. (2010). Does remediation work for all students? How the effects of postsecondary remedial and developmental courses vary by level of academic preparation [NCPR working paper]. National Center for Postsecondary Research, Teachers College, Columbia University.

Boatman, A., & Long, B. T. (2018). Does remediation work for all students? How the effects of postsecondary remedial and developmental courses vary by level of academic preparation. Educational Evaluation and Policy Analysis, 40(1), 29–58. https://doi.org/10.3102/0162373717715708

Calcagno, J. C., & Long. B. T. (2008). The impact of postsecondary remediation using a regression discontinuity approach: Addressing endogenous sorting and noncompliance [NCPR working Paper]. National Center for Postsecondary Research, Teachers College, Columbia University. http://ccrc.tc.columbia.edu/media/k2/attachments/impact-remediation-regression-discontinuity.pdf

Calcagno, J. C., & Long. B. T. (2008). The impact of postsecondary remediation using a regression discontinuity approach: Addressing endogenous sorting and noncompliance (NBER Working Paper No. 14194). National Bureau of Economic Research. https://www.nber.org/papers/w14194

Center for the Analysis of Postsecondary Readiness. (2024, August 8). How research informed policy in Arkansas’s adoption of multiple measures. Community College Research Center, Teachers College, Columbia University. https://postsecondaryreadiness.org/arkansas-adoption-of-multiple-measures/

Center for the Analysis of Postsecondary Readiness. (2024, August 19). Ten years of CAPR. Community College Research Center, Teachers College, Columbia University. https://postsecondaryreadiness.org/ten-years-of-capr/

Cho, S. W., Kopko, E., Jenkins, D., & Jaggars, S. S. (2012). New evidence of success for community college remedial English students: Tracking the outcomes of students in the Accelerated Learning Program (ALP) (CCRC Working Paper No. 53). Community College Research Center, Teachers College, Columbia University. http://ccrc.tc.columbia.edu/media/k2/attachments/ccbc-alp-student-outcomes-follow-up.pdf

Community College Research Center. (2010, September 28). White House summit on community college (Announcement). Teachers College, Columbia University. https://ccrc.tc.columbia.edu/easyblog/white-house-summit-community-college.html

Crosta, P. M. (2013). Characteristics of early community college dropouts [CCRC analytics]. Community College Research Center, Teachers College, Columbia University. https://ccrc.tc.columbia.edu/media/k2/attachments/early-community-college-dropouts.pdf

Cullinan, D., Barnett, E., Kopko, E., Lopez, A., & Morton, T. (2019). Expanding access to college-level courses: Early findings from an experimental study on multiple measures assessment and placement. MDRC and Community College Research Center, Teachers College, Columbia University. https://ccrc.tc.columbia.edu/media/k2/attachments/expanding-access-college-level-courses.pdf

Cullinan, D., Barnett, E., Ratledge, A., Welbeck, R., Belfield, C., & Lopez, A. (2018). Toward better college course placement: A guide to launching a multiple measures placement system. MDRC and Community College Research Center, Teachers College, Columbia University. https://ccrc.tc.columbia.edu/media/k2/attachments/2018_Multiple_Measures_Guide_1.pdf

Cullinan, D., & Biedzio, D. (2021). Increasing gatekeeper course completion: Three-semester findings from an experimental study of multiple measures assessment and placement. MDRC and Community College Research Center, Teachers College, Columbia University. https://ccrc.tc.columbia.edu/publications/increasing-gatekeeper-course-completion.html

Dougherty, K., & Kienzl, G. (2006). It’s not enough to get through the open door: Inequalities by social background in transfer from community colleges to four-year colleges. Teachers College Record, 108(3), 452–487. https://ccrc.tc.columbia.edu/publications/social-background-inequalities-transfer.html

Dougherty, K., Lahr, H., & Morest, V. S. (2017). Reforming the American community college: Promising changes and their challenges (CCRC Working Paper No. 98). Community College Research Center, Teachers College, Columbia University. https://ccrc.tc.columbia.edu/media/k2/attachments/reforming-american-community-college-promising-changes-challenges.pdf

Edgecombe, N. (2011). Accelerating the academic achievement of students referred to developmental education (CCRC Working Paper No. 30). Community College Research Center, Teachers College, Columbia University. http://ccrc.tc.columbia.edu/media/k2/attachments/accelerating-academic-achievement-students.pdf

Edgecombe, N., & Bickerstaff, S. (2018). Addressing academic underpreparedness in service of college completion. Texas Education Review, 6(1), 75–83. https://doi.org/10.15781/T27941B74

Edgecombe, N., Jaggars, S. S., Baker, E. D., & Bailey, T. R. (2013). Acceleration through a holistic support model: An implementation and outcomes analysis of FastStart@CCD. Community College Research Center, Teachers College, Columbia University. http://files.eric.ed.gov/fulltext/ED539910.pdf

Edgecombe, N., Cormier, M. S., Bickerstaff, S., & Barragan, M. (2013). Strengthening developmental education reforms: Evidence on implementation efforts from the Scaling Innovation Project (CCRC Working Paper No. 61). Community College Research Center, Teachers College, Columbia University. http://ccrc.tc.columbia.edu/media/k2/attachments/strengthening-developmental-education-reforms.pdf

Edgecombe, N., Jaggars, S. S., Xu, D., & Barragan, M. (2014). Accelerating the integrated instruction of developmental reading and writing at Chabot College (CCRC Working Paper No. 71). Community College Research Center, Teachers College, Columbia University. http://ccrc.tc.columbia.edu/media/k2/attachments/accelerating-integrated-developmental-reading-and-writing-at-chabot.pdf

Fay, M. P. (2023, January 9). Students: Just say no to remedial classes. Inside Higher Ed. https://www.insidehighered.com/views/2023/01/09/students-should-refuse-remedial-placements-opinion

Ganga, E., Mazzariello, A., & Edgecombe, N. (2018). Developmental education: An introduction for policymakers. Education Commission of the States, and the Center for the Analysis of Postsecondary Readiness, Community College Research Center, Teachers College, Columbia University. https://www.ecs.org/wp-content/uploads/Developmental-Education_An-Introduction-for-Policymakers.pdf

Ganga, E., & Mazzariello, A. (2019). Modernizing college course placement by using multiple measures. Education Commission of the States, and the Center for the Analysis of Postsecondary Readiness, Community College Research Center, Teachers College, Columbia University. https://www.ecs.org/wp-content/uploads/Modernizing-College-Course-Placement-by-Using-Multiple-Measures.pdf

Hodara, M., & Jaggars, S. S. (2014). An examination of the impact of accelerating community college students’ progression through developmental education. Journal of Higher Education, 85(2), 246–276. https://ccrc.tc.columbia.edu/publications/impact-accelerating-students-progression.html

Hodara, M., & Xu, D. (2014). Does developmental education improve labor market outcomes? Evidence from two states [Working paper]. Center for Analysis of Postsecondary Education and Employment, Teachers College, Columbia University. http://capseecenter.org/wp-content/uploads/2014/12/does-developmental-education-improve-labor-market-outcomes.pdf

Hodara, M., & Xu, D. (2016). Does developmental education improve labor market outcomes? Evidence from two states. American Educational Research Journal, 53(3), 781–813. https://doi.org/10.3102/0002831216647790

Hughes, K. L., & Scott-Clayton, J. (2011). Assessing developmental assessment in community colleges. Community College Review, 39(4), 327–351. https://ccrc.tc.columbia.edu/media/k2/attachments/assessing-developmental-assessment.pdf

Institute of Education Sciences. (n.d.). Community College Research Center and related organizations’ IES grant monies search results. https://ies.ed.gov/funding/grantsearch/index.asp?mode=2&sort=1&order=1&all=1&search=PrincipalAffiliationName&slctAffiliation=304&GrantsPageNum=1

Jaggars, S. (2011). Online learning: Does it help low-income and underprepared students? (CCRC Working Paper No. 26). Community College Research Center, Teachers College, Columbia University. http://ccrc.tc.columbia.edu/media/k2/attachments/online-learning-help-students.pdf

Jaggars, S. S. (2015, April 7). No, online classes are not going to help America’s poor kids bridge the achievement gap. The Washington Post. http://www.washingtonpost.com/posteverything/wp/2015/04/07/no-online-classes-are-not-going-to-help-americas-poor-kids-bridge-the-achievement-gap/

Jaggars, S. S., & Bailey, T. R. (2010). Effectiveness of fully online courses for college students: Response to a department of education meta-analysis. Community College Research Center, Teachers College, Columbia University. https://ccrc.tc.columbia.edu/media/k2/attachments/effectiveness-online-response-meta-analysis.pdf

Jaggars, S. S., & Bickerstaff, S. (2018). Developmental education: The evolution of research and reform. In M. B. Paulsen (Ed.), Higher education: Handbook of theory and research (pp. 469–503). Springer International Publishing. https://doi.org/10.1007/978-3-319-72490-4_10

Jaggars, S. S., Edgecombe, N., & Stacey, G. W. (2014). What we know about accelerated developmental education. Community College Research Center, Teachers College, Columbia University. https://ccrc.tc.columbia.edu/media/k2/attachments/accelerated-developmental-education.pdf

Jaggars, S. S., & Fletcher, J. (2014). Redesigning the student intake and information provision processes at a large comprehensive community college (CCRC Working Paper No. 72). Community College Research Center, Teachers College, Columbia University. https://ccrc.tc.columbia.edu/media/k2/attachments/redesigning-student-intake-information-provision-processes.pdf

Jaggars, S. S., & Hodara, M. (2011). The opposing forces that shape developmental education: Assessment, placement, and progression at CUNY community colleges (CCRC Working Paper No. 36). Community College Research Center, Teachers College, Columbia University. http://ccrc.tc.columbia.edu/media/k2/attachments/opposing-forces-shape-developmental.pdf

Jaggars, S. S., Hodara, M., Cho, S. W., & Xu, D. (2015). Three accelerated developmental education programs: Features, student outcomes, and implications. Community College Review, 43(1), 3–26. http://journals.sagepub.com/doi/pdf/10.1177/0091552114551752

Jaggars, S. S., & Stacey, G. W. (2014). What we know about developmental education outcomes [Research overview]. Community College Research Center, Teachers College, Columbia University. http://ccrc.tc.columbia.edu/media/k2/attachments/what-we-know-about-developmental-education-outcomes.pdf

Jenkins, D., & Bailey, T. (2017). Early momentum metrics: Why they matter for college improvement (CCRC Brief No. 65). Community College Research Center, Teachers College, Columbia University. https://ccrc.tc.columbia.edu/media/k2/attachments/early-momentum-metrics-college-improvement.pdf

Jenkins, D., Brown, A. E., Fink, J., & Lahr, H. (2018). Building guided pathways to community college student success: Promising practices and early evidence from Tennessee. Community College Research Center, Teachers College, Columbia University. https://ccrc.tc.columbia.edu/media/k2/attachments/building-guided-pathways-community-college-student-success.pdf

Jenkins, D., Jaggars, S. S., & Roksa, J. (2009). Promoting gatekeeper course success among community college students needing remediation: Findings and recommendations from a Virginia study [Summary report]. Community College Research Center, Teachers College, Columbia University. http://ccrc.tc.columbia.edu/media/k2/attachments/strategies-promoting-gatekeeper-success-summary.pdf

Jenkins, D., Lahr, H., & Brock, T. (2024). Lessons from two major evaluations of guided pathways [Research brief]. Community College Research Center, Teachers College, Columbia University. https://ccrc.tc.columbia.edu/media/k2/attachments/lessons-two-major-evaluations-guided-pathways.pdf

Jenkins, D., Lahr, H., & Fink, J. (2017). Implementing guided pathways: Early insights from the AACC pathways colleges. Community College Research Center, Teachers College, Columbia University. https://files.eric.ed.gov/fulltext/ED574054.pdf

Jenkins, D., Lahr, H., & Mazzariello, A. (2021). How to achieve more equitable community college outcomes: Lessons from six years of CCRC research on guided pathways. Community College Research Center, Teachers College, Columbia University. https://ccrc.tc.columbia.edu/media/k2/attachments/equitable-community-college-student-outcomes-guided-pathways.pdf

Jenkins, D., Speroni, C., Belfield, C., Jaggars, S., & Edgecombe, N. (2010). A model for accelerating academic success of community college remedial English students: Is the accelerated learning program (ALP) effective and affordable? (CCRC Working Paper No. 21). Community College Research Center, Teachers College, Columbia University. https://files.eric.ed.gov/fulltext/ED512398.pdf

Kafka, T. (2016). A list of non-cognitive assessment instruments. Community College Research Center, Teachers College, Columbia University. https://ccrc.tc.columbia.edu/images/a-list-of-non-cognitive-assessment-instruments.pdf

Karp, M. M., & Bork, R. H. (2012). “They never told me what to expect, so I didn’t know what to do”: Defining and clarifying the role of a community college student (CCRC Working Paper No. 47). Community College Research Center, Teachers College, Columbia University. http://ccrc.tc.columbia.edu/media/k2/attachments/defining-clarifying-role-college-student.pdf

Kopko, E., Daniels, H., & Cullinan, D. (2023). The long-term effectiveness of multiple measures assessment: Evidence from a randomized controlled trial [CAPR working paper]. MDRC and Community College Research Center, Teachers College, Columbia University. https://www.mdrc.org/sites/default/files/long-term-effectiveness-multiple-measures-assessment_0.pdf

Martorell, P., & McFarlin, I. (2011). Help or hindrance? The effects of college remediation on academic and labor market outcomes. The Review of Economics and Statistics, 93(2), 436–454. https://www.mitpressjournals.org/doi/pdf/10.1162/REST_a_00098

Litschwartz, S., Cullinan, D., & Plancarte, V. (2023). Multiple measures assessment and corequisite courses: Alternate ways to place and prepare new college students [CAPR research brief]. Center for the Analysis of Postsecondary Readiness, Community College Research Center, Teachers College, Columbia University. https://postsecondaryreadiness.org/multiple-measures-assessment-corequisite-alternate-place/

Plancarte, V., & Cullinan, D. S. (2024, March 27). CAPR survey shows widespread adoption of developmental education reforms. Center for the Analysis of Postsecondary Readiness, Community College Research Center, Teachers College, Columbia University.. https://postsecondaryreadiness.org/capr-survey-shows-widespread-adoption-developmental-education/

Ran, F. X., Bickerstaff, S., & Edgecombe, N. (2022). Improving college success for students in corequisite reading. Strong Start to Finish, and Community College Research Center, Teachers College, Columbia University. https://ccrc.tc.columbia.edu/publications/improving-college-success-corequisite-reading.html

Ran, F. X., & Lee, H. (2024). Does corequisite remediation work for everyone? An exploration of heterogeneous effects and mechanisms (EdWorkingPaper: 24-928). Annenberg Institute at Brown University. https://doi.org/10.26300/h26j-2484

Ran, F. X., & Lin, Y. (2022). The effects of corequisite remediation: Evidence from a statewide reform in Tennessee. Educational Evaluation and Policy Analysis, 44(3), 458–484. https://doi.org/10.3102/01623737211070836

Ran, F. X., & Lin, Y. (2019). The effects of corequisite remediation: Evidence from a statewide reform in Tennessee (CCRC Working Paper No. 115). Community College Research Center, Teachers College, Columbia University. https://ccrc.tc.columbia.edu/media/k2/attachments/effects-corequisite-remediation-tennessee.pdf

Rodriguez, O. (2014). Increasing access to college-level math: Early outcomes using the Virginia placement test (CCRC Brief No. 58). Community College Research Center, Teachers College, Columbia University. http://ccrc.tc.columbia.edu/media/k2/attachments/increasing-access-to-college-level-math.pdf

Schudde, L., & Keisler, K. (2019). The relationship between accelerated dev-ed coursework and early college milestones: Examining college momentum in a reformed mathematics pathway. AERA Open, 5(1), 1–22. https://doi.org/10.1177%2F2332858419829435

Schudde, L., & Meiselman, A. Y. (2019). Early outcomes of Texas community college students enrolled in Dana Center Mathematics Pathways prerequisite developmental courses [CAPR research brief]. Center for the Analysis of Postsecondary Readiness, Community College Research Center, Teachers College, Columbia University, and MDRC. https://ccrc.tc.columbia.edu/media/k2/attachments/early-outcomes-math-pathways-developmental-courses.pdf

Scott-Clayton, J. (2012, April 20). Are college entrants overdiagnosed as underprepared? The New York Times Economix Blog. http://economix.blogs.nytimes.com/2012/04/20/are-college-entrants-overdiagnosed-as-underprepared/

Scott-Clayton, J. (2012). Do high-stakes placement exams predict college success? (CCRC Working Paper No. 41). Community College Research Center, Teachers College, Columbia University. http://ccrc.tc.columbia.edu/media/k2/attachments/high-stakes-predict-success.pdf

Scott-Clayton, J. (2018, March 29). Evidence-based reforms in college remediation are gaining steam – and so far living up to the hype [Evidence speaks series]. Brookings Institution. https://www.brookings.edu/research/evidence-based-reforms-in-college-remediation-are-gaining-steam-and-so-far-living-up-to-the-hype/

Scott-Clayton, J., Crosta, P. M., & Belfield, C. R. (2014). Improving the targeting of treatment: Evidence from college remediation. Educational Evaluation and Policy Analysis, 36(3), 371–393. https://doi.org/10.3102/0162373713517935

Scott-Clayton, J., & Rodriguez, O. (2012). Development, discouragement, or diversion? New evidence on the effects of college remediation (NBER Working Paper No. 18328). National Bureau of Economic Research. http://www.nber.org/papers/w18328.pdf

Scott-Clayton, J., & Stacey, G. W. (2015). Improving the accuracy of remedial placement. Community College Research Center, Teachers College, Columbia University. http://ccrc.tc.columbia.edu/media/k2/attachments/improving-accuracy-remedial-placement.pdf

Sepanik, S. (2023). Impact findings from the Dana Center Mathematics Pathways long-term follow-up study [CAPR research brief]. Center for the Analysis of Postsecondary Readiness, Community College Research Center, Teachers College, Columbia University. https://postsecondaryreadiness.org/impact-findings-dana-center-mathematics-pathways/

Wachan, J., Jenkins, D., & Van Noy, M. (2010). How I-BEST works: Findings from a field study of Washington State’s Integrated Basic Education and Skills Training program. Community College Research Center, Teachers College, Columbia University. https://ccrc.tc.columbia.edu/media/k2/attachments/how-i-best-works-findings.pdf

The White House. (2011, June). The White House summit on community colleges [Summit report]. https://obamawhitehouse.archives.gov/sites/default/files/uploads/community_college_summit_report.pdf

Xu, D. (2016). Assistance or obstacle? The impact of different levels of English developmental education on underprepared students in community colleges. Educational Researcher, 45(9), 496–507. http://ccrc.tc.columbia.edu/publications/assistance-or-obstacle-impact-different-levels-english-developmental-education-underprepared-students-community-colleges.html

Yamada, H., & Bryk, A. S. (2016). Assessing the first two years’ effectiveness of Statway®: A multilevel model with propensity score matching. Community College Review, 44(3), 179–204. https://doi.org/10.1177/0091552116643162

Zachry Rutschow, E., Cormier, M. S., Dukes, D., & Cruz Zamora, D. E. (2019). The changing landscape of developmental education practices: Findings from a national survey and interviews with postsecondary institutions. Center for the Analysis of Postsecondary Readiness, Community College Research Center, Teachers College, Columbia University, and MDRC. https://ccrc.tc.columbia.edu/media/k2/attachments/changing-landscape-developmental-education-practices.pdf

Zachry Rutschow, E., & Mayer, A. K. (2018). Early findings from a national survey of developmental education practices [CAPR research brief]. Center for the Analysis of Postsecondary Readiness, Community College Research Center, Teachers College, Columbia University, and MDRC. https://postsecondaryreadiness.org/wp-content/uploads/2018/02/early-findings-national-survey-developmental-education.pdf

Zachry Rutschow, E., & Mayer, A. K. (2018). Making it through: Interim findings on developmental students’ progress to college math with the Dana Center mathematics pathways [CAPR research brief]. Center for the Analysis of Postsecondary Readiness, Community College Research Center, Teachers College, Columbia University, and MDRC. https://www.mdrc.org/sites/default/files/DCMP-InterimFindings.pdf

Zachry Rutschow, E., & Schneider, E. (2011). Unlocking the gate: What we know about improving developmental education. MDRC. http://dx.doi.org/10.2139/ssrn.2019763

Zachry Rutschow, E., Sepanik, S., Deitch, V., Rauman, J., Dukes, D., & Moussa, A. (2019). Gaining ground: Findings from the Dana Center Mathematics Pathways impact study. Center for the Analysis of Postsecondary Readiness, Community College Research Center, Teachers College, Columbia University and MDRC. https://postsecondaryreadiness.org/wp-content/uploads/2019/11/gaining-ground-dana-center-mathematics-pathways.pdf

Zeidenberg, M., Jenkins, D., & Scott, M. A. (2012). Not just math and English: Courses that pose obstacles to community college completion (CCRC Working Paper No. 52). Community College Research Center, Teachers College, Columbia University. http://ccrc.tc.columbia.edu/media/k2/attachments/not-just-math-and-english.pdf

Noncognitives

Brunello, G., & Schlotter, M. (2011). Non cognitive skills and personality traits: Labour market relevance and their development in education & training systems. Institute for the Study of Labor. http://ftp.iza.org/dp5743.pdf

Duckworth, A. L. (2016, March 26). Don’t grade schools on grit. The New York Times. http://www.nytimes.com/2016/03/27/opinion/sunday/dont-grade-schools-on-grit.html

Duckworth, A. L., & Peterson, C. (2007). Grit: Perseverance and passion for long-term goals. Journal of Personality and Social Psychology, 92(6), 1087–1101. https://www.ncbi.nlm.nih.gov/pubmed/17547490

Duckworth, A. L., Quirk, A., Gallop, R., Hoyle, R. H., Kelly, D. R., & Matthews, M. D. (2019). Cognitive and noncognitive predictors of success. Proceedings of the National Academy of Sciences, 116(47), 23499–23504. https://www.pnas.org/content/pnas/116/47/23499.full.pdf

Duckworth, A. L., & Yeager, D. S. (2015). Measurement matters: Assessing personal qualities other than cognitive ability for educational purposes. Educational Researcher, 44(4), 237–251. http://journals.sagepub.com/doi/pdf/10.3102/0013189X15584327

Gabrieli, C., Ansel, D., & Krachman, S. B. (2015). Ready to be counted: The research case for education policy action on non-cognitive skills (Working Paper). Transforming Education. https://files.eric.ed.gov/fulltext/ED605379.pdf

Shafer, T. (2011). Developing expertise through a deliberate practice project. International Journal of Interpreter Education, 3, 17–27. http://www.interpretereducation.org/wp-content/uploads/2016/01/Deliberate-Practice-Article.pdf

Income and Race

Aber, L., Butler, S., Danziger, S., Doar, R., Ellwood, D., Gueron, J., & Waldfogel, J. (2015). Opportunity, responsibility, and security: A consensus plan for reducing poverty and restoring the American dream. American Enterprise Institute for Public Policy and Brookings Institution. https://www.brookings.edu/wp-content/uploads/2016/07/full-report.pdf

The Advisory Committee on Student Financial Assistance. (2013). Measure twice: The impact on graduation rates of serving Pell Grant recipients. https://www.insidehighered.com/sites/default/server_files/files/Measure%20Twice%20Final.pdf

Aisch, G., Cox, A., & Quealy, K. (2015, May 28). You draw it: How family income predicts children’s college chances. The New York Times. https://www.nytimes.com/interactive/2015/05/28/upshot/you-draw-it-how-family-income-affects-childrens-college-chances.html

Ashkenas, J. (2016, December 16). Nine new findings about inequality in the United States. The New York Times. https://www.nytimes.com/interactive/2016/12/16/business/economy/nine-new-findings-about-income-inequality-piketty.html

Belfield, C. R., & Levin, H. M. (2009). High school dropouts and the economic losses from juvenile crime in California (California Dropout Research Project Report #16). University of California Gevirtz Graduate School of Education. https://www.researchgate.net/publication/239926985_High_School_Dropouts_and_The_Economic_Losses_from_Juvenile_Crime_in_California

Belfield, C. R., Levin, H. M., & Rosen, R. (2012). The economic value of opportunity youth. Corporation for National & Community Service. https://aspencommunitysolutions.org/wp-content/uploads/2018/07/Economic_Value_of_Opportunity_Youth_Report.pdf

Cahalan, M., Perna, L. W., Yamashita, M., Ruiz, R., & Franklin, K. (2017). Indicators of higher education equity in the United States: 2017 trend report. Pell Institute for the Study of Higher Education, Council for Education Opportunity (COE) and Alliance for Higher Education and Democracy (AHEAD) of the University of Pennsylvania. http://pellinstitute.org/downloads/publications-Indicators_of_Higher_Education_Equity_in_the_US_2017_Historical_Trend_Report.pdf

Carnevale, A. P., Rose, S. J., & Cheah, B. (2009). The college payoff: Education, occupations, lifetime earnings. Georgetown University Center on Education and the Workforce. https://www2.ed.gov/policy/highered/reg/hearulemaking/2011/collegepayoff.pdf

Chetty, R., Hendren, N., Jones, M. R., & Porter, S. R. (2018). Race and economic opportunity in the United States:
An intergenerational perspective. The Quarterly Journal of Economics, 135(2), 711–783. https://doi.org/10.1093/qje/qjz042  http://www.equality-of-opportunity.org/assets/documents/race_paper.pdf

Cohen, P. (2016, December 6). A bigger economic pie, but a smaller slice for half of the U.S. The New York Times. https://www.nytimes.com/2016/12/06/business/economy/a-bigger-economic-pie-but-a-smaller-slice-for-half-of-the-us.html

Dynarski, S. (2017, June 2). For the poor, the graduation gap is even wider than the enrollment gap. The New York Times. https://www.nytimes.com/2015/06/02/upshot/for-the-poor-the-graduation-gap-is-even-wider-than-the-enrollment-gap.html

Gamoran, A., & Long, D. A. (2006). Equality of Educational Opportunity: A 40-year retrospective (WCER Working Paper No. 2006-9). Wisconsin Center for Education Research, University of Wisconsin–Madison. http://www.wcer.wisc.edu/publications/workingPapers/papers.php

Leonhardt, D., & Thompson, S. A. (2020, March 6). How working-class life is killing Americans, in charts. The New York Times. https://www.nytimes.com/interactive/2020/03/06/opinion/working-class-death-rate.html

Lynch, R. G. (2015). The economic and fiscal consequences of improving U.S. educational outcomes. The Washington Center for Equitable Growth. https://www.unitedwaysb.org/sites/unitedwaysb/files/Economic%20%26%20Fiscal%20Consequences%20of%20Improving%20US%20Education.pdf

Matthews, D. (2018, March 21). The massive new study on race and economic mobility in America, explained. Vox. https://www.vox.com/policy-and-politics/2018/3/21/17139300/economic-mobility-study-race-black-white-women-men-incarceration-income-chetty-hendren-jones-porter

Nichols, A. H. (2015). The Pell partnership: Ensuring a shared responsibility for low-income student success. The Education Trust. https://edtrust.org/wp-content/uploads/2014/09/ThePellPartnership_EdTrust_2015.pdf

Pew Research Center. (2014). The rising cost of not going to college. https://www.pewsocialtrends.org/wp-content/uploads/sites/3/2014/02/SDT-higher-ed-FINAL-02-11-2014.pdf

Rampell, C. (2009, August 27). SAT scores and family income. The New York Times Economix Blog. http://economix.blogs.nytimes.com/2009/08/27/sat-scores-and-family-income/

Reardon, S. F., Baker, R., & Klasik, D. (2012). Race, income, and enrollment patterns in highly selective colleges, 1982-2004. Center for Education Policy Analysis (CEPA). https://vtechworks.lib.vt.edu/bitstream/handle/10919/92633/RaceIncomeSelectiveCollege.pdf

Rich, M., Cox, A., & Bloch, M. (2016, April 29). Money, race and success: How your school district compares. The New York Times. http://www.nytimes.com/interactive/2016/04/29/upshot/money-race-and-success-how-your-school-district-compares.html

Ross, M., & Bateman, N. (2019). Meet the low-wage workforce. Metropolitan Policy Program at Brookings Institution. https://www.brookings.edu/wp-content/uploads/2019/11/201911_Brookings-Metro_low-wage-workforce_Ross-Bateman.pdf

The Educational Opportunity Project at Stanford University. (n.d.). https://edopportunity.org/

Warschauer, M., & Ames, M. (2010). Can one laptop per child save the world’s poor? Journal of International Affairs, 64(1), 33–51. https://www.jstor.org/stable/24385184

Wilkenson, R., & Pickett, K. (2009). The spirit level: Why greater equality makes societies stronger. Bloomsbury Press.

Sociology, Psychology, and Economics

Abrams, S. E. (2016). Education and the commercial mindset. Harvard University Press.

Aronson, J. (2002). Stereotype threat: Contending and coping with unnerving expectations. In J. Aronson (Ed.), Improving academic achievement: Impact of psychological factors on education. Academic Press.

Burstein, M. (2015, March 2). The unintended consequences of borrowing business tools to run a university. The Chronicle of Higher Education. http://www.chronicle.com/article/The-Unintended-Consequences-/190489/

Evans-Pritchard, B. (2013, Winter). Aiming to reduce cleaning costs. Works That Work. https://worksthatwork.com/1/urinal-fly

Gladwell, M. (2005). Blink. Little, Brown and Company.

Horne, Z., Powell, D., Hummel, J. E., & Holyoak, K. J. (2015). Countering antivaccination attitudes. Proceedings of the National Academy of Sciences, 112(33), 10321–10324. www.pnas.org/cgi/doi/10.1073/pnas.1504019112

Hrobjartsson, A., & Gotzsche, P. C. (2001). Is the placebo powerless? An analysis of clinical trials comparing placebo with no treatment. New England Journal of Medicine, 344, 1594–1602. doi: 10.1056/NEJM200105243442106

Haley, K. J., & Fessler, D M.T. (2005). Nobody’s watching? Subtle cues affect generosity in an anonymous economic game. Evolution of Human Behavior, 26, 245–256. https://www.researchgate.net/publication/257492174_Nobody’s_watching_Subtle_cues_affect_generosity_in

Hoff, K., & Pandey, P. (2005). Belief systems and durable inequalities: An experimental investigation of Indian caste. The World Bank. https://papers.ssrn.com/sol3/papers.cfm?abstract_id=610395

Inagaki, T. K., & Eisenberger, N. I. (2013). Shared neural mechanisms underlying social warmth and physical warmth. Psychological Science, 24(11), 1–9. https://www.ncbi.nlm.nih.gov/pubmed/24048423

Irwin, N. (2015, September 10). How Stanford took on the giants of economics. The New York Times. http://www.nytimes.com/2015/09/13/upshot/how-stanford-took-on-the-giants-of-economics.html

Johnson, E. J., & Goldstein, D. (2003). Do defaults save lives? Science, 302, 1338–1339. https://science.sciencemag.org/content/302/5649/1338

Kahneman, D. (2011). Thinking, fast and slow. Farrar, Straus and Giroux.

Krugman, P. (2020, March 8). Thomas Piketty turns Marx on his head. The New York Times. https://www.nytimes.com/2020/03/08/books/review/capital-and-ideology-thomas-piketty.html

Nettle, D., Nott, K., & Bateson, M. (2012). ‘Cycle thieves, we are watching you’: Impact of a simple signage intervention against bicycle theft. PLoS ONE, 7(12): e51738. https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0051738

Piketty, T. (2020). Capital and ideology. The Belknap Press of Harvard University Press.

Piketty, T., & Goldhammer, A. (2014). Capital in the twenty-first century. The Belknap Press of Harvard University Press.

Porter, E. (2017, January 10). Prisons run by C.E.O.s? Privatization under Trump could carry a heavy price. The New York Times. https://www.nytimes.com/2017/01/10/business/economy/privatization-trump.html

Restrepo, P. (2015, October 9). Canada’s history of violence. The New York Times. https://www.nytimes.com/2015/10/11/opinion/sunday/canadas-history-of-violence.html

Steele, C., & Aronson, J. (1995). Stereotype threat and the intellectual test performance of African Americans. Journal of Personality and Social Psychology, 69, 797–811. https://pubmed.ncbi.nlm.nih.gov/7473032/

Thaler, R. H. (2015, May 8). Unless you are Spock, irrelevant things matter in economic behavior. The New York Times. http://www.nytimes.com/2015/05/10/upshot/unless-you-are-spock-irrelevant-things-matter-in-economic-behavior.html

Tierney, J. (2011, August 17). Do you suffer from decision fatigue? The New York Times. http://www.nytimes.com/2011/08/21/magazine/do-you-suffer-from-decision-fatigue.html

Words ‘can change what we smell’. (2005, September 26). BBC News. http://news.bbc.co.uk/2/hi/health/4558075.stm

Statistics, Research, and Methodology

Abbot, D., Bikfalvi, A., Bleske-Rechek, A. L., Bodmer, W., Boghossian, P., Carvalho, C. M., Ciccolini, J., Coyne, J. A., Gauss, J., Gill, P. M. W., Jitomirskaya, S., Jussim, L., Krylov, A. I., Loury, G. C., Maroja, L., McWhorter, J. H., Moosavi, S., Schwerdtle, P. N., Pearl, J., & West, J. D. (2023). In defense of merit in science. Journal of Controversial Ideas, 3(1), 1. https://doi.org/10.35995/jci03010001

Aschwanden, C. (2016, March 24). Failure is moving science forward. Five Thirty Eight. https://fivethirtyeight.com/features/failure-is-moving-science-forward/

Aschwanden, C., & King, R. (2015, August 9). Science isn’t broken. Five Thirty Eight. http://fivethirtyeight.com/features/science-isnt-broken/

Belluz, J., & Hoffman, S. (2015, January 5). The one chart you need to understand any health study. Vox. https://www.vox.com/2015/1/5/7482871/types-of-study-design

Cohen, J. (1992). A power primer. Psychological Bulletin, 112, 155–159. https://pubmed.ncbi.nlm.nih.gov/19565683/

Colquhoun, D. (2014). An investigation of the false discovery rate and the misinterpretation of p-values. Royal Society Open Science, 1(3), 140216. https://doi.org/10.1098/rsos.140216

Frakt, A. (2019, August 26). Why doctors still offer treatments that may not help. The New York Times. https://www.nytimes.com/2019/08/26/upshot/why-doctors-still-offer-treatments-that-may-not-help.html

Ioannidis, J. P. A. (2005). Why most published research findings are false. PLoS Med, 2(8): e124. http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1182327/

Joober, R., Schmitz, N., Annable, L., & Boksa, P. (2012). Publication bias: What are the challenges and can they be overcome? Journal of Psychiatry & Neuroscience : JPN, 37(3), 149–52. https://dx.doi.org/10.1503%2Fjpn.120065

King, G., & Nielsen, R. (2019). Why propensity scores should not be used for matching. Political Analysis, 27(4), 435–454. https://doi.org/10.1017/pan.2019.11

Nosek, B. (2015). Estimating the reproducibility of psychological science. Science, 349(6251). http://science.sciencemag.org/content/349/6251/aac4716

Russell, B. (1926). Education and the good life. Boni & Liveright, Inc.

Simmons, J. P., Nelson, L. D., & Simonsohn, U. (2011). False-positive psychology: Undisclosed flexibility in data collection and analysis allows presenting anything as significant. Psychological Science, 22(11), 1359–1366. https://doi.org/10.1177/0956797611417632

U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, What Works Clearinghouse. (n.d.). WWC group design standards online training. https://ies.ed.gov/ncee/wwc/onlinetraining

Yong, E. (2019, May 17). A waste of 1,000 research papers. The Atlantic. https://www.theatlantic.com/science/archive/2019/05/waste-1000-studies/589684/

Leadership

Casciaro, T., & Lobo, M. S. (2005). Competent jerks, lovable fools, and the formation of social networks. Harvard Business Review. https://hbr.org/2005/06/competent-jerks-lovable-fools-and-the-formation-of-social-networks

Moyer, M. W. (2022, April 14). The case for criticism. The New York Times.  https://www.nytimes.com/2022/04/14/well/live/constructive-criticism.html

Robson, D. (2020, June 1). Is this the secret of smart leadership? BBC Worklife. https://www.bbc.com/worklife/article/20200528-is-this-the-secret-of-smart-leadership