Nearly 60 percent of incoming community college students are unprepared for college-level work and must take at least one pre-college, "developmental" course, usually in math or English, before enrolling in any credit-bearing classes toward a degree. Within developmental education, students are most likely to need help with mathematics, and students who enter community college needing to take developmental math fare the worst in terms of outcomes making this an issue that deeply affects students. Lack of readiness for college math is as damaging as it is widespread. Students are more likely to fail developmental mathematics than any other course in higher education, according to the Carnegie Foundation for the Advancement of Teaching. Thus, it is not surprising that many students referred to developmental math choose to bypass such courses and services, without knowing the detrimental consequences of this decision on their overall educational goals. This brief looks at three community colleges that have made significant investments in programs to improve student success in developmental math. These colleges are spotlighted for their implementation of the varied approaches to developmental math described above and for their ability to demonstrate outcomes for their students. The community colleges featured in this brief are: (1) Florence-Darlington Technical College in South Carolina; (2) Delaware County Community College in Pennsylvania; and (3) Chaffey College in California. (Contains 4 tables and 11 endnotes.).

The uses of technology in education have kindled great interest in recent years. Currently, considerable resources are being expended to connect schools to the Internet, to purchase powerful (and increasingly affordable) computers, and on other implementations of educational technologies. However, the mere availability of powerful, globally-connected computers is not sufficient to insure that students will learn--particularly in subjects that pose considerable conceptual difficulties, such as in science and mathematics. The true challenge is not just to put the newest technologies in our schools, but to identify advanced ways to design and use these new technologies to advance learning. This book offers a "snapshot" of current work that is attempting to address this challenge. It provides valuable and timely information to science and mathematics educators, educational and cognitive researchers, instructional technologists and educational software developers, educational policymakers, and to scholars and students in these fields.

This book is based on a set of stories from teachers and education professionals in thirteen OECD countries. Twenty-three case studies tell of innovations in practice involving school teachers, inspectors, academics and policy makers.

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.

For courses in Developmental Mathematics. Trusted author content. Thoughtful innovation. Math hasn't changed, but students -- and the way they learn -- have. In this revision of the Bittinger Worktext Series, the Bittinger author team brings their extensive experience to developmental math courses, paired with thoughtful integration of technology and content. The Bittinger Series enables students to get the most out of their MyLab(TM) Math course through an updated learning path, new review videos, and engaging new exercises that offer the support they need, when they need it. Bittinger offers superior content written by author-educators, tightly integrated with MyLab Math -- the #1 choice in digital learning. Bringing the authors' voices and their approach into the MyLab course encourages student motivation and engagement, while reinforcing their understanding of the skills and concepts they need to master algebra. Also available with MyLab Math MyLab(TM) Math is the teaching and learning platform that empowers you to reach every student. By combining trusted author content with digital tools and a flexible platform, MyLab Math personalizes the learning experience and improves results for each student. Learn more about MyLab Math.