The College of Education is pleased to announce that Lauren Schudde, associate professor in the Department of Educational Leadership and Policy, will serve in key roles working with colleagues across the country on large, grant-funded projects examining the implementation and impact of various educational policies and practices.
Scaling Dual Enrollment Equity Pathways
Schudde will co-lead the implementation and metrics studies for a project led by the Community College Research Center (CCRC) at Teachers College, Columbia University, where they will work in Florida and Texas to expand efforts by community colleges and their K-12 partners to extend equity-focused guided pathways practices to dual enrollment students from underserved groups. They are calling this approach “dual enrollment equity pathways” (DEEP). Through DEEP, colleges and their K-12 partners better utilize dual enrollment to expand college and career opportunities.
In partnership with the Florida Student Success Center at the Florida Department of Education and the Texas Success Center at the Texas Association of Community Colleges, Schudde will work with colleagues at CCRC to help develop practitioner-oriented guidance materials and tools in three areas to support scaling of DEEP practices by colleges and schools in these and other states: implementation models; metrics for planning and evaluation; and costs, funding and policy incentives.
This project is funded by the Bill & Melinda Gates Foundation.
Examining the Effectiveness of Developmental Education Reforms Implemented Across California Community Colleges
Schudde will also serve as co-principal investigator (PI) on a five-year study that will examine the implementation, impact and cost-effectiveness of developmental education curricular reform in California community colleges—the largest community college system in the nation. It will examine how community colleges implement California’s Assembly Bill 705, mandating the placement of more students into transfer-level coursework in college, and the impact of the policy change on student outcomes. Schudde will lead the impact study, which uses state administrative data to estimate the effects of the policy change on short- and long-term student outcomes.
Research for Action (RFA)—a Philadelphia-based nonprofit education research organization—was awarded a $3.2 million grant from the Institute of Education Sciences (IES), United States Department of Education, to conduct the research. Kri Burkander, RFA senior research associate, is serving as the principal investigator of the study, and Dae Kim, RFA’s chief statistician, is serving as co-PI with Schudde.
