Texas Developmental Education Advisory Committee Webinar Dr. Elizabeth Zachry Rutschow MDRC

1. Texas Developmental Education Advisory Committee Webinar Dr. Elizabeth Zachry Rutschow MDRC Unlocking the Gate: What We Know About Improving Developmental EducationLessons from Rigorous Research

2. 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

3. Purpose • Synthesize more rigorous findings on interventions • Examine promising trends in innovative approaches • Identify promising areas for future practice and research

4. 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

5. Methods • Promising models divided into four types: • Avoidance strategies • Acceleration strategies • Contextualized learning models • Student support interventions

6. 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

7. 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

8. 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

9. 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

10. 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

11. 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

12. MORE INFORMATION Elizabeth Zachry Rutschow Elizabeth.Zachry@mdrc.org (212) 340-8843 Download report: http://www.mdrc.org/publications/601/overview.html .