|Title:||Changing Policy and Practice in Developmental Education: Assessing the Evidence and Engaging the Field|
|Principal Investigator:||Edgecombe, Nicole||Awardee:||Teachers College, Columbia University|
|Program:||Unsolicited and Other Awards [Program Details]|
|Award Period:||2 years (10/01/2020 – 09/30/2023)||Award Amount:||$965,836|
|Type:||Other Goal||Award Number:||R305U200010|
Purpose: The purpose of this project is to conduct a synthesis of research on developmental education reform, and to disseminate the findings to key stakeholders with the aim of supporting implementation and scaling of effective reform strategies. The research team will collect and analyze evaluation and implementation studies on developmental education from 2010 to 2020, a period during which policymakers and practitioners have worked to implement a host of reform strategies. The synthesis addresses the need to draw clear conclusions about the efficacy, cost, and implementation of the reforms, to strengthen implementation and improve collaboration among researchers, practitioners, and policymakers.
Findings from recent evaluations of developmental education reform strategies such as multiple measures placement and corequisite remediation have demonstrated positive impacts on short-term measures of postsecondary progress such as completion of a first credit-bearing course in math or English. However, less is known regarding the impact of various reform strategies on longer-term academic outcomes and degree completion. Drawing from the full set of available evaluations, the synthesis will identify which strategies lead to improvements in short- and long-term outcomes. In addition, the synthesis will analyze implementation reports for effective strategies, to assess their cost and identify successful processes for bringing them to scale.
The project team will address two broad research questions:
Phase 1: Conduct the research
To address the second research question, researchers will identify implementation studies focused on the interventions found in the analysis for the first research question to have a positive effect on meaningful student outcomes. The team will employ qualitative methods to glean from the identified studies the conditions that facilitate scaling of evidence-based reforms, the extent of integration between the reforms and other student support strategies, the cost and cost-effectiveness of the reforms, and influence of the reforms on curriculum and instruction enacted in classrooms. Throughout the project, the team will regularly seek feedback from an advisory panel of practitioners, policymakers, and intermediary representatives. In spring 2022, the team will publish a first version of the synthesis report, including responses from four experts with different roles and experiences within developmental education reform.
Phase 2: Engage multiple stakeholders
Products: The team will publish a practitioner-focused synthesis report including a set of responses to the synthesis from key stakeholders, and will develop a set of web-based tools and resources designed to help practitioners and policymakers make use of findings from the synthesis.