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More Graduates With Corequisite Math Remediation

Three-year follow-up data from our randomized controlled trial show that students assessed as needing remedial math but assigned to college-level statistics instead (with extra support) graduate at a higher rate (25%) than students who take traditional remedial math (17%), as reported at the ASHE 2017 conference and in the dy/dan (Dan Meyer’s) blog.  The results do not differ in accordance with students’ race/ethnicity.

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Inside Higher Ed Publishes Q&A on Book on Transfer

Inside Higher Ed has published a Q&A about my new book on credit transfer and higher education reform:  Pathways to Reform:  Credits and Conflict at The City University of New York (Princeton University Press). Further info on the book is at the “New Book…” tab on this website’s home page.

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#1 Most Read Paper

The Managing Editor of Educational Evaluation and Policy Analysis has announced that Logue, Watanabe-Rose, & Douglas’s paper, on a randomized controlled trial of a successful alternative to math remediation, was the #1 most read paper in EEPA for 2016.  The paper is at:  http://bit.ly/2mKv9Y4

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New Article and Podcast

Concerning our work on a successful alternative to math remediation published in Education Next:  http://educationnext.org/reforming-remediation-college-students-mainstreamed-success-cuny/

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