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Education Policy and Social Analysis
Teachers College, Columbia University
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Education Policy and Social Analysis

News from EPSA

"Unions, Workers, and the Democratic Party", webcast from CUNY Murphy Institute

Webcast from the Murphy Institute, CUNY School of Professional Studies. Friday, September 18, 8:30-10:15 am. (In response to the tremendous interest, we're arranging for a livestream of the event. You must RSVP so that we can email you the link to the webcast the day before the event.) Published: 9/14/2015 3:55:00 PM

Henry Levin Cited by Adam Davidson in NY Times

Adam Davidson cited a study by Professor Levin in his NY Times article, "Is College Tuition Really Too High?" Published: 9/8/2015 10:25:00 AM

Henry Levin Receives Prestigious Chinese Award

Professor Levin is the winner of the "Outstanding Contribution to Chinese Education Research Award" from the Ming Yuan Education Foundation. Published: 9/8/2015 10:15:00 AM

Judith Scott-Clayton Study Cited in NYT Column on FAFSA

New York Times column, "Fafsa Follies: To Gain a Student, Eliminate a Form," quotes a study by Judith Scott-Clayton and others Published: 8/25/2015 12:44:00 PM

Amy Stuart Wells: New Generation of Urban Parents Want Multicultural Communities and Diverse Schools quotes Amy Stuart Wells in article, "Why NYC is Experimenting with New Ways to Desegregate Public Schools" Published: 8/25/2015 12:36:00 PM

Study by Judith Scott-Clayton and Veronica Minaya Featured in Inside Higher Ed

Inside Higher Ed takes an in-depth look at findings from a recent study by Professor Scott-Clayton and Economics and Education PhD student Veronica Minaya on the effects of federal work-study participation on students' academic and employment outcomes. Published: 7/31/2015 1:26:00 PM

Melinda Karp, PhD 2006 in Sociology & Education, Featured in NPR Story

Melinda Karp, PhD 2006 in Sociology & Education, was featured in an NPR story, "The Writing Assignment that Changes Lives." Published: 7/22/2015 2:07:00 PM

Tom Bailey Quoted in Associated Press Article

Professor Bailey talks about the complexity of the college transfer process in an Associated Press article. Published: 7/16/2015 10:24:00 AM

Thomas Bailey attends White House Ceremony to Launch New TC Center on College Remediation

TC’s new Center for the Analysis of Postsecondary Readiness (CAPR) was formally launched this week with a ceremony at the White House. Housed at TC’s Community College Research Center and led by Thomas Bailey, the College’s George and Abby O’Neill Professor of Economics and Education, CAPR is funded with a grant from the U.S. Department of Education’s Institute of Education Sciences.

Bailey joined U.S. Education Secretary Arne Duncan, along with White House Domestic Policy Council Director Cecilia Munoz and other administration officials, to announce the launch as part of a White House meeting focused on best practices in college remediation. Judy Scott-Clayton, Assistant Professor of Economics and Education at Teachers College, and Elisabeth Barnett, Senior Research Associate at CCRC, also attended the event.

Lashawn Richburg-Hayes of social policy organization MDRC is serving with Bailey as CAPR’s co-principal investigator. CAPR will conduct three major studies to document current practices in developmental English and math education across the United States, and to rigorously assess the effects of innovative assessment and instructional practices on student outcomes.

The meeting on remediation was a follow-up to a White House Summit this past January that aimed to mobilize efforts to increase college access and success for low-income students. In his presentation with Richburg-Hayes, Bailey described the portfolio of research designed by CAPR and reviewed the advances that have been made in understanding and addressing the deficiencies in our developmental education system. Yet he also emphasized that remediation reform by itself cannot significantly increase college completion among low-income students. Improvements to developmental education, he stressed, must be pursued in the context of broader institutional reforms that attend to the entire student experience.