This episode is the first of a special four-part series about issues facing rural higher education from our colleagues at the Rural Matters podcast. It is coproduced by MDRC and supported by Ascendium Education Group.

COVID-19 has caused seismic shifts for postsecondary education. For rural colleges, the pandemic exacerbated issues that have affected students and communities for decades. While 41 percent of urban adults have a college degree, only 28 percent of rural adults do. The college access gap between rural and urban areas is sizable: In most states, rural high school students achieve graduation rates similar to urban and suburban counterparts, but their college enrollment rates are much lower.

Rural communities have long been confronted with unique education challenges. Chief among them is the digital divide: Many rural areas lack adequate broadband internet infrastructure, which has become even more critical during the pandemic. Only 63 percent of rural adults say they have access to the internet at home, compared with 75 percent of urban adults. In areas where internet is available, it can be costly. And students may lack the technology they need to be successful in online learning.

In this episode, Rural Matters host Michelle Rathman chats with MDRC’s Alyssa Ratledge; Dr. Jan Miller, Dean of the College of Education and the Director of Online Programs at the University of West Alabama; and Joe Thiel, Director of Academic Policy and Research for the Montana University System. They discuss some innovative programs that rural higher ed institutions are adopting to address the challenges faced by rural communities.

Too many community college students get stuck in multi-semester developmental math sequences and never progress to or complete college-level courses. To meet this challenge, the Charles A. Dana Center at the University of Texas at Austin developed the Dana Center Math Pathways (DCMP), which diversifies the math course content that students take so it better aligns with their career interests. The curriculum also encourages student-centered learning in small group formats.

Researchers from the Center for the Analysis of Postsecondary Readiness — a partnership between MDRC and the Community College Research Center — recently published an evaluation of DCMP in Texas. After three semesters, the study found that the DCMP had a positive impact on students’ completion of the developmental math sequence, increasing their likelihood of taking and passing college-level math and the number of math credits earned. Researchers also saw a small impact on early cohorts’ attainment of a certificate. 

To learn more about these encouraging results and what they mean for the field, Katie Beal spoke with Elizabeth Zachry Rutschow, a senior associate at MDRC and lead author of the study.