NCDE Reports, Research, and Recommended Reading

Resources and External Source Reports

Published Research

Recommended Readings

 -"The Perfect Storm" of policy issues and its impact on developmental education.

-College Completion: Focus on the Finish Line Paper

-'Developmental Education Reform Movement and Self-Fulfilling Prophecy'.

-NCDE - NADE Principles for Implementing State Wide Innovations in Developmental Education

-Remediation: Reports of Its Failure Are Greatly Exaggerated

-Boredom: That Which Shall not be Named

-Acceleration and Compression in Developmental Mathematics: Faculty Viewpoints

-Investigating Academic Literacy Expectations: A Curriculum Audit Model

-Effective Student Assessment and Placement

-Addressing Flawed Research in Developmental Education

-Cost of developmental education: An update of Breneman and Haarlow

-Developmental mathematics: Challenges, promising practices, and recent initiatives

-Ideas for practice: A collaborative look to the classroom

-Is a writing sample necessary for "accurate placement"?

-Affective assessment for developmental students, part 1

-Affective assessment for developmental students, part 2

-Reading and learning strategies: Recommendations for the 21st century

-Principles for effective teaching in developmental education 

Recommended Research

Bailey, T., Jeong, D.W., & & Cho, S.W. (2009). Referral, enrollment, and completion in developmental education sequences in community colleges. New York, NY: Community College Research Center.

Bailey, T., Smith Jaggars, S., & Jenkins, D. (2015). Redesigning America’s community 
colleges: A clearer path to student success. Cambridge, MA: Harvard University Press.

Barnett, E., Bergman, P., Kopko, E., Reddy, V., Belfield, C., & Roy, S. (2018, September). Multiple measures placement using data analytics: An implementation and early impacts report. Center for the Analysis of Postsecondary Readiness, New York, NY: Teachers College Columbia University.

Boylan, H.R., & Bonham, B.S. (2014). Developmental education: Readings on its 
past, present, and future. Boston, MA: Bedford/St. Martins.

Boylan, H., Calderwood, B., & Bonham, B. (2017). College completion: Focus on the 
finish line. Boone, NC: National Center for Developmental Education.

Carnevale, A., Van Der Worf, M., Quinn, M., Strohl, W., and Repnikov, D. (2018). Our 
separate but unequal public colleges: How public colleges reinforce white racial privilege and marginalize Black and Latino students. Washington, DC: Georgetown University Center on Education and the Workforce.

Center for Community College Student Engagement. (2016, July). Expectations meet reality: The underprepared student at community colleges. Austin, TX: Author.

Cohen, R., & Kelly, A. (2019). The impact of community college sciences and 
mathematics course taking on graduation, transfer, and non-completion. . The Review of Higher Education, 42(2), 595-618.

Dougherty, L. Gomez, C., Gehlhaus Carew, Mendoza, D., Graf, A., & Miller, T. (2019).
Designing and implementing co-requisite models of developmental education: Findings from Texas Community Colleges. Santa Monica, CA: RAND Corporation.

Gray, W.S. (2014). Reading difficulties in college: The nature and extent of reading deficiencies among college students. In S. Armstrong, N. Stahl, & H. Boylan (Eds.), Teaching developmental reading (106-113). Boston, MA: Bedford/St. Martins.

Grubb, W.N. (2012). Basic skills instruction in community colleges: Inside and outside classrooms. New York, NY: Routledge.

Hodura, M., Smith Jaggars, S., & Mechur Karp, M. (2012, November). Improving developmental education placement and assessment: Lessons from Community colleges across the country. (CCRC Working Paper Number 51). New York, NY: Community College Research Center, Teachers College, Columbia University.

Juncos, A., & Collins, M.L. (2015, November). Literature review: Models for developmental education redesign. Boston, MA: Jobs for the Future.

Hach, D., Mardock-Uman, N., Garcia, C., & Johnson, M. (2018). Best laid plans: How community college student success courses work. Community College Review, 46(2), 115-144.

Hughes, K., & Scott Clayton, J. (2011). Assessing developmental assessment in community colleges (CCRC Working Paper No. 19). New York, NY: Community College Research Center, Teachers College, Columbia University.

Jones, W. (2013). The relationship between student body racial composition and the 
normative environment toward diversity at community colleges. Community College Review, 41(3), 249-265.

Lalamkarian, H., Raufman, J., and Edgecombe, N. (2015, May). Statewide developmental education reform: Early implementation in Virginia and North Carolina. New York, NY: Community College Research Center, Teachers College, Columbia University.

Logue, A., Watanabe-Rose,M.m & Douglas, D. (2016). Should students assessed as 
needing remedial mathematics take college-level quantitative courses instead? A randomized controlled trial. Educational Evaluation and Policy Analysis, 38(3), 578-598.

Martin, K., Galentino, R., Townsend, L. (2014). Community college student success: 
The role of motivation and self-empowerment. Community College Review, 42(3), 221-241.

Matorell, P., & McFarlin, I. (2007). Help our hindrance: The effect of college remediation on academic and labor market outcomes. Santa Monica, CA: RAND Corporation.

Mokher, C., Leeds, D., & Harris, J. (2017). Adding it up: How the Florida college and 
career readiness initiative impacted developmental education. Educational Evaluation and Policy Analysis, 40(2), 219-242.

Sandoval-Lucero, E., Mais, J.B., Klingsmith, L. (2014). African-American and Latina(o) 
community college student social capital and students’ success. College Student Journal, 48(3), 522-533.

Schudde, L. (2019). Short and long-term impacts of engagement experiences with faculty and peers at community colleges. The Review of Higher Education, 42(2), 385-426.

Sullivan, P. (2017). Economic inequality, neoliberalism, and the American community 
college. New York, NY: Palgrave MacMillan.

Yamada, H., & Byrk, A.S. (2016). Assessing the first two years’ effectiveness of Statway: A multilevel model with propensity score matching. Community College Review, 44(3), 179-204.

Zachry Rutschow, E., & Schneider, E. (2011). Unlocking the gate: What we know about improving developmental education. New York, NY: MDRC.

Zachry Rutschow, E., & Diamond, J. (2015). Laying the foundations: Early findings from the new mathways project. New York, NY: MDRC.