Redesign results
College and career readiness implementation results
Data-driven case studies documenting improved college readiness, achievement, retention, and completion.
State College of Florida, Bradenton, Florida
COMPRESSED MODEL
Using the compressed model, the State College of Florida redesigned their Elementary Algebra course as an 8-week course delivered completely online and increased their student pass rate by 40 percent.
Front Range Community College, Brighton, Colorado
COMPRESSED MODEL
At Front Range Community College, results from a two-year pilot in which the developmental math sequence was redesigned using the compressed model has shown that student progress in the redesigned courses was nearly 40 percent higher than in traditional classes.
Guilford Technical Community College, Jamestown, North Carolina
MODULAR
After redesigning their developmental math sequence using the modular model, Guilford Technical Community College significantly increased the average success rate of each developmental math course and achieved an 85 percent average success rate for subsequent math courses.
Montana State University—Billings, Billings, Montana
MODULAR
Montana State University—Billings redesigned their Introductory and Intermediate Algebra courses to create a combined, modularized course. Students in the redesigned course performed significantly better in the subsequent courses of College Algebra (8 percent higher) and Finite Math (7 percent higher) than students taking the traditional Introductory and Intermediate Algebra courses.
Honolulu Community College, Honolulu, Hawaii
NON-COURSE-BASED REMEDIATION
Using the non-course-based remediation model, Honolulu Community College created three-week summer boot camps designed to provide personalized, just-in-time remediation to incoming students with low placement test scores. Of the students who completed boot camps, 35.6 percent tested out of the lowest level of developmental math; 75 percent tested out of developmental writing; and 82.2 percent tested out of developmental reading. In subsequent courses, student who took the boot camps achieved an average success rate of 63 percent.
See more examples of our partners’ success
Pearson's MyLab & Mastering programs have helped educators across the country deliver consistent, measurable gains in student learning outcomes, retention, and subsequent course success. To see more examples of the outstanding results our partners are achieving with these programs.
Norco College, Norco, California
COMPRESSED MODEL
Norco College redesigned their developmental writing sequence using the compressed model, combining the three courses into one six-unit class. 74.1 percent of the students in the redesigned course succeeded, versus 24.6 percent in the traditional course. 82.7 percent of students who completed the redesigned course went on to pass the subsequent composition course, compared to 15 percent of students who completed the traditional sequence.
Reading Area Community College, Reading, Pennsylvania
NON-COURSE-BASED REMEDIATION
Using the non-course-based remediation model, Reading Area Community College created a college bridge course which has enabled 58 percent of the students taking it to accelerate through one or both levels of developmental reading. Success rates in subsequent courses have also increased from 61 to 86.5 percent.
San Diego Mesa College, San Diego, California
COMPRESSED MODEL
Using a compressed model, San Diego Mesa College redesigned their College Reading and Study Skills I (English 042) and II (English 048) courses. From spring 2013 to spring 2014, 146 students passed the redesigned, compressed sections of English 042 and 048. These students are accelerating through the developmental reading sequence in half the time of students enrolled in the traditional course format.
Hilbert College, Hamburg, New York
CO-REQUISITE
In an effort to help students avoid developmental English courses and give them the support they need to succeed in college-level courses, Hilbert College redesigned their College Writing (Composition) course using a specific type of co-requisite "mainstreaming" model, enrolling students who placed at the developmental level simultaneously in the credit-bearing course and an additional lab for just-in-time remediation. Performing well in MyWritingLab, the technology used to support the redesigned course, proved to positively correlate with passing the course.
College of Western Idaho, Nampa, Idaho
MODULAR
Using a modular approach, College of Western Idaho redesigned their College Study Methods course and increased completion rates by 9 percent.
St. Petersburg College, St. Petersburg, Florida
COMPRESSED MODEL
Using a compressed, accelerated model, St. Petersburg College redesigned their developmental reading and writing courses. Success rates in the redesigned courses average 13.6 percentage points higher than the traditional courses. In 2013-14, the redesigned writing course had a 78 percent success rate and the redesigned reading course boasted an 84 percent success rate.
West Virginia Northern Community College, Wheeling, West Virginia
INTEGRATED READING AND WRITING
As part of a statewide effort to increase college completion and career readiness, West Virginia Northern Community College redesigned its developmental reading and writing sequence. Using an integrated reading and writing model, one level of reading and one level of writing were condensed into a single course. As a result, 91 percent of students who completed the redesigned course received a passing grade of A, B, or C, and were able to move on to take College Composition.
Owensboro Community and Technical College, Owensboro, Kentucky
NON-COURSE-BASED REMEDIATION
In line with state requirements, Owensboro Community and Technical College (OCTC) partners with 14 area high schools to provide academic intervention for seniors with low national college admissions exam scores. Using a non-course-based remediation approach, OCTC offers one- and two-week boot camp and bridge programs. On average, 92 percent of students who completed these programs advanced one or more developmental course levels after retesting for placement and 80 percent retested college-ready.
Hennepin Technical College, Brooklyn Park, Minnesota
CONTEXTUALIZED
To better support students in pursuing their academic and career goals, Hennepin Technical College redesigned their developmental reading course using a contextualized learning model with custom etext that provides exposure to authentic texts related to students’ fields of study. Students in the redesigned course improved their Reading Lexile Level scores between 96 and 121 points.
Grand Rapids Community College, Grand Rapids, Michigan
NON-COURSE-BASED REMEDIATION
To increase the number of students moving on to credit-bearing courses, Grand Rapids Community College redesigned their developmental courses using a non-course-based remediation model. They created a FastTrack/OnTrack program delivering remediation in intensive three-week labs. 78 percent of referred students have completed the English and reading FastTrack/OnTrack programs, and 70 percent of those students placed out of developmental education, saving $505,800 in tuition and 52,266 contact hours.