It’s easy to perceive corequisite remediation is a subpar substitute for a full developmental math course. The “just in time” approach doesn’t appear to provide students with the natural development of all the topics we believe are necessary to fully understand mathematics. However, the data doesn’t bear this out. tudents are more successful having taken a corequisite, not only in the college level math course needed but also with other metrics like graduation and motivation

This was the best semester of teaching stats in the 20 years I've taught that class. Why? Because I feel like they truly achieved the course objectives and can now use statistical thinking in their lives. It wasn't about me and what content I "got through." It was about how much they learned.

In this post, I talk about some of the changes we’re making at Almy Education, why we’re making them, and how they will affect you.

Redesign always takes longer and is more involved than we first expect it to be. With many unforeseen components, those simple suggestions to “improve a course” or “enhance a placement policy” don’t stop there. Instead, they’re simply starting points. In this post, I give you practical information on the role of buy-ins, funding, and other impacted areas that will help you navigate your own redesign.

In a recent article in the Chronicle for Higher Education, Harvard Graduate School of Education president Brian Rosenberg challenges higher education to create real change while addressing the current crisis. His suggestion is, to begin with, the goal.

Developmental math in its traditional form poorly serves students who need it the most. These are the students who have the greatest challenges to overcome, often through circumstances beyond their control. For as much as has been done in this arena, there are still so many issues with developmental math. And those problems are only worse when we drill down in the data and disaggregate it.

Higher education already had problems before Covid-19. The inconsistent and inequitable solutions colleges and universities were implementing to improve retention, persistence, and completion are insufficient. Remote learning only made the problems more apparent. Here’s what we’re doing to change that.