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Results of Reform in Developmental Education: the Hawaii Story

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In 2016, the University of Hawaii Community Colleges (UHCCs) implemented scaled English and math reform efforts focused on increasing students' completion of college-level math and English courses within their first year. The UHCC strategic plan specified completion targets, but the system leadership allowed campuses some flexibility in redesigning the structure, curriculum, and delivery models necessary to meet the targets. This article describes the efforts leading to scaled developmental education reform and initial results showing improvements for all of the colleges. Collectively, completion rates increased from 37 percent to 54 percent for English, and from 14 percent to 32 percent for math, with some colleges showing dramatic gains. Further analysis is necessary to understand which structures, curricula, and delivery models have the most impact on completion of college-level English and math courses.
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Document Type: Research Article

Publication date: November 1, 2018

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  • Since 1993, the Journal of Applied Research in the Community College (JARCC) has served the institutional research and planning professionals in community colleges. JARCC is a semi-annual peer-reviewed journal that features articles relating to the integration of research and theory to practice in community colleges. The journal provides an intellectual space to communicate innovative practices in applied research that supports educational and administrative decision-making at the institutional, state, and national levels. JARCC is published by the San Diego State University's EdD program in Community College Leadership and Community College Leadership Alumni Chapter
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