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The City University of New York: Early Progress. Learning from the Reform

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Title: The City University of New York: Early Progress. Learning from the Reform
Language: English
Authors: Education Commission of the States, Strong Start to Finish
Source: Education Commission of the States. 2020.
Availability: Education Commission of the States. ECS Distribution Center, 700 Broadway Suite 1200, Denver, CO 80203-3460. Tel: 303-299-3692; Fax: 303-296-8332; e-mail: ecs@ecs.org; Web site: http://www.ecs.org
Peer Reviewed: N
Page Count: 10
Publication Date: 2020
Document Type: Reports - Evaluative
Education Level: Higher Education
Postsecondary Education
Two Year Colleges
Descriptors: Educational Change, College Mathematics, College English, Student Placement, College Freshmen, Introductory Courses, Remedial Instruction, Partnerships in Education, Curriculum Development, Program Effectiveness, Urban Universities, Community Colleges, Urban Programs, Associate Degrees, Acceleration (Education)
Geographic Terms: New York (New York)
Abstract: This report documents the results to date of reforms underway from The City University of New York (CUNY)--Strong Start to Finish (SSTF), one of the six systems that make up the first phase of the Strong Start to Finish initiative, an initiative of Education Commission of the States. CUNY colleges currently provide a range of options for developmental education. In recent years, given the imperative to get more students into and through gateway math and English courses, many of the colleges have been developing or expanding corequisite courses and other student support options, such as pre-matriculation programs, with promising results. As of fall 2016, seven CUNY colleges offered corequisite or accelerated English courses and six colleges offered at least one corequisite math course. Through the CUNY-SSTF project, all of the colleges are taking the next steps needed to implement or expand the work, while learning from other colleges' successes and challenges. As part of this initiative, CUNY will gradually replace traditional, standalone developmental courses by expanding existing pre-matriculation programs--including high-impact, intensive workshops--as well as corequisite courses. Through the project, teams of experienced faculty are developing new corequisite courses and professional development is being provided to faculty interested in teaching these courses. The CUNY-SSTF effort builds on a set of existing system reforms that focus on strategies such as degree maps, efforts to promote more credit-taking, and intensive student services support. In addition, CUNY has invested in successful pre-matriculation offerings such as CUNY Start and Math Start. The activities in these existing reforms are complemented by the CUNY-SSTF project work. This report describes the context of reform within the state, the current status of project activities, and some early insights coming out of the work.
Abstractor: ERIC
Entry Date: 2020
Accession Number: ED607431
Database: ERIC
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  Data: Education Commission of the States. ECS Distribution Center, 700 Broadway Suite 1200, Denver, CO 80203-3460. Tel: 303-299-3692; Fax: 303-296-8332; e-mail: ecs@ecs.org; Web site: http://www.ecs.org
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  Data: This report documents the results to date of reforms underway from The City University of New York (CUNY)--Strong Start to Finish (SSTF), one of the six systems that make up the first phase of the Strong Start to Finish initiative, an initiative of Education Commission of the States. CUNY colleges currently provide a range of options for developmental education. In recent years, given the imperative to get more students into and through gateway math and English courses, many of the colleges have been developing or expanding corequisite courses and other student support options, such as pre-matriculation programs, with promising results. As of fall 2016, seven CUNY colleges offered corequisite or accelerated English courses and six colleges offered at least one corequisite math course. Through the CUNY-SSTF project, all of the colleges are taking the next steps needed to implement or expand the work, while learning from other colleges' successes and challenges. As part of this initiative, CUNY will gradually replace traditional, standalone developmental courses by expanding existing pre-matriculation programs--including high-impact, intensive workshops--as well as corequisite courses. Through the project, teams of experienced faculty are developing new corequisite courses and professional development is being provided to faculty interested in teaching these courses. The CUNY-SSTF effort builds on a set of existing system reforms that focus on strategies such as degree maps, efforts to promote more credit-taking, and intensive student services support. In addition, CUNY has invested in successful pre-matriculation offerings such as CUNY Start and Math Start. The activities in these existing reforms are complemented by the CUNY-SSTF project work. This report describes the context of reform within the state, the current status of project activities, and some early insights coming out of the work.
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      – Text: English
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        PageCount: 10
    Subjects:
      – SubjectFull: Educational Change
        Type: general
      – SubjectFull: College Mathematics
        Type: general
      – SubjectFull: College English
        Type: general
      – SubjectFull: Student Placement
        Type: general
      – SubjectFull: College Freshmen
        Type: general
      – SubjectFull: Introductory Courses
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      – SubjectFull: Remedial Instruction
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      – SubjectFull: Partnerships in Education
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      – SubjectFull: Curriculum Development
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      – SubjectFull: Program Effectiveness
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      – SubjectFull: Urban Universities
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      – SubjectFull: Community Colleges
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      – SubjectFull: Urban Programs
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      – SubjectFull: Associate Degrees
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      – SubjectFull: Acceleration (Education)
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      – SubjectFull: New York (New York)
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      – TitleFull: The City University of New York: Early Progress. Learning from the Reform
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