Unlocking the Gate: What We Know About Improving Developmental EducationLessons from Rigorous Research

Texas Developmental Education Advisory CommitteeWebinarDr. Elizabeth Zachry RutschowMDRC

The Problem

Over 50% of community college students unprepared for college-level work

Few students complete developmental education

Limited research on strategies to increase students’ success Few utilize comparison groups or control

for pre-existing differences

Purpose

Synthesize more rigorous findings on interventions

Examine promising trends in innovative approaches

Identify promising areas for future practice and research

Methods

In-depth, computerized search of education databases

Hand search of specified journals Review websites and publications of

research organizations Research divided into six categories,

with varying degrees of rigor

Methods

Promising models divided into four types: Avoidance strategies Acceleration strategies Contextualized learning models Student support interventions

Findings: Avoidance Strategies

Types of interventions Dual enrollment Early assessment programs Summer bridge programs

Research evidence Rigorous study: ▪ California’s Early Assessment Program: Modest

decreases in placement into dev math and English Descriptive trends: Mixed findings on summer

bridge, more promising for dual enrollment

Findings: Acceleration Strategies

Types of interventions Fast track courses Modularized courses Mainstreaming into college-level courses

Research evidence Rigorous study: Mainstreaming ▪ Increased completion of college level courses

Descriptive studies: All strategies▪ Positive trends in persistence and dev

ed/college-level course pass rates

Findings: Contextualized Models

Types of interventions Integrated basic skills and vocational

programs Learning communities

Research evidence Rigorous evidence: Positive increases in

academic achievement▪ I-BEST: Large gains in credits and

occupational certificates earned▪ Learning communities: Mixed to modest

academic gains

Findings: Student Supports Types of interventions

Tutoring and supplemental instruction (SI) Advising Student success courses

Research evidence Rigorous evidence: Advising and student

success courses▪ Limited and modest academic gains

Descriptive evidence: Tutoring and SI▪ Mixed to positive trends

Conclusion

Need to improve quality of evidence Little rigorous research available

Promising strategies Most studies = modest impacts Strategies with some reliable evidence▪ I-BEST model▪ Acceleration models: Mainstreaming▪ Avoidance models: Early placement

assessment and preparation

Conclusion

Promising strategies (continued) Untested innovations▪ Technology-aided approaches to instruction▪ Alignment between K-12 and college curricula▪ Transforming college curricula and practice

Critical considerations for innovation Placement assessments Adjunct faculty Classroom instructional practice Professional development

MORE INFORMATION

Elizabeth Zachry RutschowElizabeth.Zachry@mdrc.org

(212) 340-8843

Download report:http://www.mdrc.org/publications/601/overview.html

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