An examination of the extent and effectiveness of using contextualized formats for delivering basic skills instruction, where academic skills are integrated into occupational content areas, in California Community Colleges. The study found that while contextualizing basic skills math had a positive impact on retention, particularly for the progress and persistence for Black and Hispanic students, there is a continuing scarcity of these effective innovations in delivering Basic Skills instruction in the community colleges. This research is intended to help both basic skills practitioners and college administrators enhance basic skills and developmental education and expand those practices found to be effective in increasing student learning and retention.
Click here for a short policy brief developed from the disertation
A new PACE policy brief by W. Charles Wiseley, CTE Specialist at the California Community Colleges Chancellor’s Office, examines both the scarcity and the effectiveness of contextualized developmental math in the 110 public California Community Colleges (CCC) during the 2006-2007 academic year.
