The Board on Science Education and the Board on Mathematical Sciences and Analytics of the National Academies of Sciences, Engineering, and Medicine convened the Workshop on Increasing Student Success in Developmental Mathematics on March 18-19, 2019. The Workshop explored how to best support all students in postsecondary mathematics, with particular attention to students who are unsuccessful in developmental mathematics and with an eye toward issues of access to promising reforms and equitable learning environments. The two-day workshop was designed to bring together a variety of stakeholders, including experts who have developed and/or implemented new initiatives to improve the mathematics education experience for students. The overarching goal of the workshop was to take stock of the mathematics education community's progress in this domain. Participants examined the data on students who are well-served by new reform structures in developmental mathematics and discussed various cohorts of students who are not currently well served - those who even with access to reforms do not succeed and those who do not have access to a reform due to differential access constraints. Throughout the workshop, participants also explored promising approaches to bolstering student outcomes in mathematics, focusing especially on research and data that demonstrate the success of these approaches; deliberated and discussed barriers and opportunities for effectively serving all students; and outlined some key directions of inquiry intended to address the prevailing research and data needs in the field. This publication summarizes the presentations and discussion of the workshop.

Developmental Education Preparation suggests faculty development that can be used for teaching developmental education and corequisites courses, specifically in mathematics. Providing a look into the needs of students that may not be prepared for college level courses, the premise of the book is to prepare the faculty as much as possible to handle a developmental course. Complete with techniques, pedagogy, instructional skills, when combined all together, this book can help with developing meaningful professional development on any campus across the nation. The interviews presented in this book provide the reality of some faculty of developmental mathematics education and revealed common trends in the needs and characteristics of corequisite courses. Based on the themes found, professional development is suggested to aid in helping shift any negative components of those themes. The themes help better understand the needs of teaching these challenging courses. Student success should start with faculty making sure they are equipped with the tools and understanding of the students. Student’s readiness starts with the faculty’s readiness. Having the combined understanding of faculty and student needs can help to create a professional development plan that will enhance the developmental level mathematics courses in higher education.

As United States policymakers and national leaders are increasing their attention to producing workers skilled in science, technology, engineering, and mathematics (STEM), community colleges are being called on to address persistence of minorities in these disciplines. In this important volume, contributors discuss the role of community colleges in facilitating access and success to racial and ethnic minority students in STEM. Chapters explore how community colleges can and do facilitate the STEM pipeline, as well as the experiences of these students in community college, including how psychological factors, developmental coursework, expertiential learning, and motivation affect student success. Community Colleges and STEM ultimately provides recommendations to help increase retention and persistence. This important book is a crucial resource for higher education institutions and community colleges as they work to advance success among racial and ethnic minorities in STEM education.