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 a strategy to meet to the needs of students. This…

In 2017, the California State Legislature and governor adopted new law that fundamentally disrupted the long-held practice of remedial (or developmental) education in the California Community Colleges (CCCs). The law, Assembly Bill 705, was preceded by earlier reforms that changed how colleges could place students into remedial education, or basic…

In Texas, adult English as a Second Language (ES(O)L) and developmental education classes both offer adult multilingual students remediation guided by distinct standards: Texas Workforce Commission (2016) and Texas College and Career Readiness Standards (2018). Within various colleges, the courses are overseen by different departments lacking…

The California Community College (CCC) system serves a large student body, diverse in backgrounds, experiences, and educational goals. This report uses data from the CCC system's records to measure variation in achievement across the state's Strong Workforce Regions. We consider a range of achievement measures, including initial enrollments,…

Background: Community colleges are the primary door to higher education for students of color and those from low-income backgrounds (Bailey et al., 2015; Calcagno et al., 2008). To raise attainment and reduce inequalities in completion, colleges have adopted many student success initiatives--from first-year experience programming and basic needs…

An incongruence exists between the growing job opportunities in rural areas and the educational opportunities provided to rural students, especially in science, technology, engineering, and mathematics (STEM) fields. Positive change is possible, however. As one means to tackle this complex issue, this study sought to understand the perceptions and…

Community colleges are frequently an affordable, accessible entrance to a Science, Technology, Engineering, and Mathematics (STEM) education and career, but the transition from a 2-year program to a 4-year institution can be tumultuous. In this mixed-methods study, we explore the experiences of transfer and prospective transfer students. Through…

This qualitative research study aimed to discover what obstacles and supports community college teachers in science, technology, engineering, and mathematics (STEM) face when teaching critical-thinking skills in their courses. The research was conducted using a basic qualitative research design that employed interviews to learn about the…

This case study investigated disciplinary literacy specific to the trades from a sociocultural perspective. Four community college faculty (diesel marine technology, mechatronics, and mathematics) participated in a disciplinary literacy learning community where they unpacked the discourse of their discipline, identified what it meant to be a…

This study investigated the sustained impact from elementary fullservice community school programming on middle school STEM academic outcomes that could lead to greater college and career readiness, as well as increased STEM career options for underserved urban students. Quantitative findings suggest middle school youth who attended an elementary…

This report is the culmination of a six-part series designed to provide greater insight into remediation at Maryland postsecondary institutions. Parts 1 through 4 of the research series on remediation at Maryland colleges and universities have evaluated a number of issues. Beginning with defining what remediation is and why it matters (Part 1,…

Purpose: This study examines how English teachers use culturally relevant pedagogy (CRP) to support postsecondary readiness for underrepresented students in the context of dual credit (DC) coursework in the USA. Postsecondary readiness, termed "college readiness" in the USA, refers to the skills and knowledge students need to succeed at…

Although research illustrates that community-based organizations (CBOs) offer critical support to the education of historically marginalized youth, less is known about CBOs' role in developing youth's critical civic praxis toward social justice. In this case study, we analyzed semi-structured interviews with youth who participated in a college…

Online modes of study are increasingly prevalent in higher education, including university-enabling programs. As student cohorts diversify, access to individualised and holistic support strategies is increasingly important for students to expeditiously transition into higher education. On-campus provision of academic advising, while an effective…

In this article, we describe the conceptualization and development of the Secondary Transition Fidelity Assessment (STFA), a measure intended for use by high school leadership teams to examine secondary programs and practices demonstrated by research to lead to meaningful outcomes for secondary students with and without disabilities. We describe…