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Florence Xiaotao Ran
The Access–Enrollment Disconnect in Corequisite Math Reform: Causal Evidence and Stakeholder Perspectives from a Community College
Topics: Policy, Politics, and GovernanceThis study examines a statewide developmental education reform in Virginia that allows students who would have been placed in standalone remedial math to enroll directly in college-level math with corequisite support. Although corequisite support has been widely adopted and generally promising,… more →
Disentangle the Curriculum and Structural Effects of Math Pathway Reforms: Evidence from Maryland Community College System
This study evaluates the impact of Maryland's Mathematics Reform Initiative (MMRI), which sought to improve student success in developmental and college-level math through comprehensive curriculum and structural reforms. Launched in 2015, the MMRI developed and implemented non-algebra math… more →
Does Corequisite Remediation Work for Everyone? An Exploration of Heterogeneous Effects and Mechanisms
The landscape of developmental education has experienced significant shifts over the last decade nationwide, as more than 20 states and higher education systems have transitioned from the traditional prerequisite model to corequisite remediation. Drawing on administrative data from Tennessee… more →
The Disciplinary Differences in the Characteristics And Effects of Non-Tenure-Track Faculty
Topics: Policy, Politics, and GovernanceTags: Higher educationUsing data with detailed instructor employment information from a state college system, this study examines disciplinary variations in the characteristics and effects of non-tenure-track faculty hired through temporary and long-term employment. We identify substantial differences in the… more →