Steps to Success
A New Approach for Mathematics
In this Steps to Success paper, we learn how all students at the University of Cincinnati are seeing greater success with a new approach to mathematics that places all students directly into credit math courses while simultaneously implementing a co-requisite model in five mathematics courses (College Algebra, Precalculus, Calculus, Calculus II, Applied Calculus) and revising
a quantitative reasoning course which would now integrate co-requisite course content (Foundations of Quantitative Reasoning).
April 20, 2020
Dr. Alycia Marshall, Dr. Ricardo Moena
Tags:
Acceleration, Accurate Placement, Student Supports, 2. Enroll in college-level math and English., 4. Streamline remediation options., 7. Prioritize the student experience., Differential Capacity of Institutions

More From This Publication:
Steps to Success
Scaling Systemwide
September 29, 2020
Bruce Vandal, Robert Tucker Todd
In this Steps to Success paper, we learn how the University System of Georgia (USG) is leveraging compelling results from corequisite supports to maintain momentum in their developmental education reforms. Early results from the full-scale implementation of corequisite support have shown upward of 70% of students completing gateway math and English in their first academic year, which is comparable to outcomes for students placed directly into college-level math and English courses. Students placed into corequisite support earned more credits and were more likely to persist than students who started in developmental education.
Steps to Success
Co-Requisite Mathematics Models and Gateway Completion
February 20, 2020
Abderrazak Belkharraz Idrissi, Jeanne Funk, Milena Cuellar
In this Steps to Success paper, we see how LaGuardia Community College responded to a long-standing crisis in the math remediation approach to bring transformative change to scale via the math co-requisite project. Designed to achieve the same learning objectives as their standalone college-level counterparts, their model uses a single course structure with extended instructional time, allowing for integrated just-in-time support for basic skills material.
Steps to Success
Advising for Student Success: Systemic Changes in Advising During Florida’s Developmental Education Reform
September 26, 2019
Shouping Hu
In this Steps to Success paper, we see how legislation has led to significant systemwide changes in advising as part of Florida’s developmental education reform.
Recent Resources
Visit Resource LibraryPeople in the Reform
People in the Reform: Dr. Aisha Lowe
January 22, 2021
Alison Kadlec, Ashmi Patel
Dr. Aisha Lowe, Vice Chancellor of Educational Services and Support for the California Community Colleges, encourages educators to envision ideal and equitable systems, and to then figure out what needs to be dismantled in order to bring that vision to life.
Policy Report
Implementing and Scaling Multiple Measures Assessment in the Context of COVID-19
January 20, 2021
Elizabeth Kopko, Elizabeth Zachry Rutschow, Erika B. Lewy, Julia Raufman, Susan Bickerstaff
When colleges overwhelmingly moved to remote learning and work in 2020 due to the COVID-19 pandemic, the capacity to run proctored placement tests was significantly reduced. The Center for the Analysis of Postsecondary Readiness examined how four states — Indiana, Virginia, Texas, and Washington — took system-level actions to overcome the limitations of multiple measures assessment and find new ways to place students. By decreasing reliance on standardized assessments, state systems can help institutions to reduce disparities in student outcomes and improve student success.
Points of Interest
Deficit Language in Course Descriptions
December 2, 2020
Vanessa Keadle
This Points of Interest shows that deficit-based language is commonly used in course descriptions at SSTF Scaling Sites.