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.


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.


#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:


New Article and Podcast

Concerning our work on a successful alternative to math remediation published in Education Next:


News About Math Remediation

List of Articles and Other Media Coverage About:

Logue, A. W., Watanabe-Rose, M., and Douglas, D. (2016).  Should students assessed as needing remedial mathematics take college-level quantitative courses instead?  A randomized controlled trial.  Educational Evaluation and Policy Analysis38, 578-598.  PDF available at: .  Open access version available at:

  • Gelman, A. (2016, December 30). Statistical modeling, causal inference, and social science. Blog. Retrieved from
  • Stratford, M. (2016, June 23). Rethinking college remediation. Politico’s Morning Education.
  • What we are reading. (2016, June/July). Higher Ed in Brief: Higher Education at the Charles A. Dana Center.