Opinion piece published in Inside Higher Ed, using traditional remediation and transfer as examples: https://www.insidehighered.com/views/2021/08/05/how-remediation-and-transfer-policies-increase-structural-racism-higher-ed-opinion
Please see Transfer Opportunity Project’s (TOP’s) brief on two leakage points in the vertical (associate’s to bachelor’s) transfer pipeline: lack of application & transfer melt (accepted but do not enroll). https://bit.ly/3yl7JNW http://bit.ly/30mwM3i pic.twitter.com/jCoOKIEgGM
Alexandra Logue was quoted extensively in an Inside Higher Ed article concerning the (often insurmountable) costs in addition to tuition for community college students.
Who needs remediation? No one. Academe should get rid of remediation and the conceptual framework that surrounds it. New article in Inside Higher Ed: http://bit.ly/36JiD4o
It gives me great pleasure to announce the expansion of the Articulation of Credit Transfer (ACT) project, with funding from the Petrie Foundation added to existing funding from the Heckscher Foundation. Now, led by Ithaka S+R (Martin Kurzweil) and The City University of New York, we are helping 7 CUNY colleges facilitate the transfer of credits when students move from one CUNY college to another, including by expanding use of Transfer Explorer, our online tool that lets anyone see how credits will transfer among CUNY colleges. For more information see: https://sr.ithaka.org/blog/ithaka-sr-to-expand-transfer-improvement-efforts-with-cuny/
Announcing CUNY’s TRANSFER EXPLORER (https://bit.ly/2AtqzcY ), AKA TREX or T-Rex. This online tool, funded by the Heckscher Foundation and created with Ithaka S+R, can show anyone how any CUNY course transfers from one CUNY college to another (no login needed). We are still refining it, but please check it out!
This survey has closed. We are extremely grateful to the great many (approximately 30,000!) students who participated in this survey, and to the great many people who helped. We have begun the long process of confirming that everyone on the lists of students who were invited to respond, as well as everyone on the lists of students who responded, satisfied the survey’s respondent eligibility criteria. When that process is complete, we will then begin analyzing the data. Thank you again to everyone who helped us get to this point!
CUNY’s online research magazine, SUM, has published an article about my research with Dan Douglas and Mari Watanabe-Rose showing that student success is increased with corequisite as opposed to traditional math remediation: http://bit.ly/2NE3YyG
It is a great pleasure to announce that Ithaka S+R (Principal Investigator Martin Kurzweil) and The City University of New York (Principal Investigator Alexandra W. Logue), have been awarded a new 1-yr $483,000 grant from the Heckscher Foundation for Children to implement innovative solutions for the facilitation of credit transfer between Hostos Community College and Lehman College of CUNY. Our name for this project is ACT (Articulation of Credit Transfer). Nationally, over 80% of new community college freshmen enter college with the goal of a bachelor’s degree. Six years later, 17% have received one. A critical piece of successfully traveling through this pipeline is the successful transfer of credits from the community college to the bachelor’s-degree program. ACT will implement and assess the effects of several new methods for facilitating credit transfer. ACT joins our two other grants concerning student transfer (TOP [the Transfer Opportunity Project], which is being conducted in collaboration with MDRC, is funded by the federal Institution of Education Sciences, and is studying the leaky transfer pipeline from community colleges to bachelor’s-degree programs; and GROWTH [Growing Transfer in the Humanities], which is funded by the Mellon Foundation, and is also studying the leaky transfer pipeline but particularly for students interested in the humanities). Additional coPIs include Barbara Condliffe and Rekha Balu of MDRC, and Colin Chellman and Chet Jordan of CUNY.
Dan Douglas, Mari Watanabe-Rose, and I have published a new journal article showing students assessed as needing remedial math are more likely to pass college-level quantitative courses and graduate if they take corequisite remediation vs. traditional, prerequisite, remediation.