Research for Action
Corequisite Course Models in California Community Colleges: Implementation Variation and Challenges
Fewer than one third of students who are assessed as not meeting college readiness standards and placed into traditional developmental education (DE) complete their DE sequences and move on to college-level coursework (Bailey et al., 2010). Research suggests that allowing these students to… more →
Measuring the Affective Language of Principals' Evaluation Feedback and Investigating Differences by Principal Gender and Race
Over the past decade, reforms to principal evaluation systems have sought to incorporate formal feedback structures as a lever for principal improvement. However, we know little about the feedback that principals receive. Using statewide administrative data from Tennessee, including principals’… more →
Embedded Tutoring in California Community Colleges: Perspectives from the Field on a Promising Practice
Drawing on qualitative data collected in a sample of colleges as part of a larger study on the implementation and impact of Assembly Bill 705 in California, this paper explores the rollout of corequisite reforms, focusing on the use of embedded tutors in introductory math and English courses as… more →