Articles and Chapters

Ngo, F., & Melguizo, T. (2020). The Equity Cost of Inter-Sector Math Misalignment: Racial and Ethnic Disparities in Community College Student Outcomes. Pullias Center for Higher Education. https://pulliasarchive.equitygraded.org/download/the-equity-cost-of-inter-sector-math-misalignment-racial-and-ethnic-disparities-in-community-college-student-outcomes/

Ngo, F., & Melguizo, T. (2020). The equity cost of inter-sector math misalignment: Racial and gender disparities in community college outcomes. The Journal of Higher Education. https://doi.org/10.1080/00221546.2020.1811570

Park, E.S., Ngo, F., & Melguizo, T. (2020). The role of misaligned math in the community college STEM pathway. Research in Higher Education. https://doi.org/10.1007/s11162-020-09602-y

Kezar, A., & Fries-Britt, Sharon (2020). How Do We Lead on Equity? Hint: Avoid a Routine Approach and Focus on Building Trust. Association of American Colleges & Universities, https://www.aacu.org/liberaleducation/2020/fall/kezar

Bernstein-Serra, S., & Kezar, A. (2020). Scaling Culture Change through Institutional Logics: A Look at the American Association of Universities (AAU) STEM Initiative. 356-373. https://doi.org/10.1080/0161956X.2020.1800173

Kezar, A., Hypolite, L., & Kitchen, J. A. (2019). Career self-efficacy: A mixed-methods study of an underexplored research area for first-generation, low-Income, and underrepresented college students in a comprehensive college transition program. American Behavioral Scientist, 64(3), 298-324. https://doi.org/10.1177/0002764219869409

Lanford, M., & Maruco, T. (2019). Six conditions for successful career academies. Phi Delta Kappan, 100(5), 50-52. https://www.kappanonline.org/successful-career-academies-career-preparation-lanford-maruco/

Hallett, R. E., Reason, R. D., Toccoli, J., Kitchen, J. A., & Perez, R. J. (2019). The process of academic validation within a comprehensive college transition program. American Behavioral Scientist, 64(3), 253–275. https://doi.org/10.1177/0002764219869419

Kezar, A., & Holcombe, W. (2019). Leveraging multiple theories of change to promote reform: An examination of the AAU STEM initiative. Education Policy, 1–29. https://doi.org/10.1177/0895904819843594

Kezar, A., Miller, E., Bernstein-Serra, S., & Holcombe, E. (2019). The promise of a “network of networks” strategy to scale change: Lessons from the AAU STEM initiative. Change: The Magazine of Higher Learning, 51(2), 47-54. https://doi/pdf/10.1177/0895904819843594

Liera, R. (2019). Moving beyond a culture of niceness in faculty hiring to advance racial equity. American Educational Research Journal, 1–41. https://journals.sagepub.com/doi/pdf/10.3102/0002831219888624

Scott, D., & Kezar, A. (2019). Intergroup solidarity and collaboration in higher education organizing and bargaining in the United States. Academic Labor: Research and Artistry. https://digitalcommons.humboldt.edu/cgi/viewcontent.cgi?article=1048&context=alra

Villarreal, C.D., Liera, R., & Malcom-Piqueux, L. (2019). The role of niceness in silencing racially minoritized faculty. The price of nice: How good intentions maintain educational inequity. https://www.jstor.org/stable/10.5749/j.ctvpwhdfv

Wheaton, M. M., & Kezar, A. (2019). Interlocking systems of oppression: Women navigating higher education leadership. Challenges and Opportunities for Women in Higher Education Leadership, 61-83. https://www.igi-global.com/chapter/interlocking-systems-of-oppression/217961

Zhang, R. & Dizon, J.P.M. (2019). Our work is political: Insights from Asian American student affairs educators. No Ways Tired: The Journey for Professionals of Color in Student Affairs, 2. https://www.infoagepub.com/products/No-Ways-Tired-By-and-By-Mid-Level-Professionals

Culver, K.C., Braxton, J., & Pascarella, E. (2019). Does teaching rigorously really enhance undergraduates’ intellectual development? The relationship of academic rigor with critical thinking skills and lifelong learning motivations. Higher Education, 78, 611-627. https://doi.org/10.1007/s10734-019-00361-z

Scott, D., Dizon, J., & Kezar, A. (2019). The state of the faculty report. Pullias Center for Higher Education. https://pulliasarchive.equitygraded.org/download/state-of-the-faculty/

Youngerman, E. W., & Culver, K. C. (2019). Problem-based learning: Real-world applications to foster (inter) disciplinary learning and integration. Applied Learning in Higher Education: Curricular and Co-Curricular Experiences that Improve Student Learning, 188, 23-32. https://doi.org/10.1002/he.20342

Kezar, A., Hypolite, L., & Kitchen, J. A. (2019). Career self-efficacy: A mixed-methods study of an underexplored research area for first-generation, low-Income, and underrepresented college students in a comprehensive college transition program. American Behavioral Scientist, 64(3), 298–324. https://doi.org/10.1177/0002764219869409

Kezar, A., & Kitchen, J. A. (2019). Supporting first-generation, low-income, and underrepresented students’ transitions to college through comprehensive and integrated programs. American Behavioral Scientist, 64(3), 223–229. https://doi.org/10.1177/0002764219869397

Huerta, A. H., & Venegas, K. M. (2019). Problems and strategies for counselors in brokering postsecondary educational opportunities for marginalized student populations. Fundamentals of College Admission Counseling: A Textbook for Graduate Students and Practicing Counselors. https://www.nacacnet.org/news–publications/publications/fundamentals-of-college-admission-counseling-fifth-edition/

Huerta, A., & Fishman, S. M. (2019). Marginalizing what matters: Revisiting Latino male students in the education pipeline. Marginality in the Urban Center: The Costs and Challenges of Continued Whiteness in the Americas and Beyond, 133-157. https://doi.org/10.1007/978-3-319-96466-9

Hallett, R. E., Kezar, A., Perez, R. J., & Kitchen, J. A. (2019). A typology of college transition and support programs: Situating a 2-year comprehensive college transition program within college access. American Behavioral Scientist, 64(3), 230–252. https://doi.org/10.1177/0002764219869410

Hallett, R. E., Reason, R. D., Toccoli, J., Kitchen, J. A., & Perez, R. J. (2019). The process of academic validation within a comprehensive college transition program. American Behavioral Scientist, 64(3), 253–275. https://doi.org/10.1177/0002764219869419

Cole, D., Newman, C. B., & Hypolite, L. I. (2019). Sense of belonging and mattering among two cohorts of first-year students participating in a comprehensive college transition program. American Behavioral Scientist, 64(3), 276–297. https://doi.org/10.1177/0002764219869417

Kezar, A., & Kitchen, J. A. (2019). Supporting first-generation, low-income, and underrepresented students’ transitions to college through comprehensive and integrated programs. American Behavioral Scientist, 64(3), 223–229. https://doi.org/10.1177/0002764219869397

Miller, C. W., Zwickl, B. M., Posselt, J. R., Silvestrini, R. T., & Hodapp, T. (2019). Typical physics Ph.D. admissions criteria limit access to underrepresented groups but fail to predict doctoral completion. Science Advances, 5(1). https:/doi.org/10.1126/sciadv.aat7550

Melguizo, T., & Ngo, F. (2018). Why do I have to repeat algebra in college? The equity cost of college readiness standards misalignment. Pullias Center for Higher Education. https://pulliasarchive.equitygraded.org/wp-content/uploads/2018/09/Equity-Costs-Misaligned-Math.pdf

Ngo, F., Chi, W. E., & Park, E. S.Y. (2018). Mathematics course placement using holistic measures: Possibilities for community college students. Teachers College Record, 120(2). https://eric.ed.gov/?id=EJ1162841

DePaola, T., & Kezar, A. (2018). The changing face of faculty at research universities. Hidden and Visible: The Role and Impact of Contingent Faculty in Higher Education, 2017(176), 83-96. https://onlinelibrary.wiley.com/doi/abs/10.1002/ir.20246

Kezar, A. (2018). Asset-based or burden-based views of senior and retired faculty: How values translate into culture and shape practice and policies. Reinventing Academic Retirement, 2018(182), 57-67. https://onlinelibrary.wiley.com/doi/10.1002/he.20280

Kezar, A. (2018). A new vision for the professoriate. Change: The Magazine of Higher Learning, 50(3-4), 84-87. https://doi.org/10.1080/00091383.2018.1509616

Kezar, A., & DePaola, T. (2018). Neoliberalism and faculty roles: The politics of academic work. Handbook on the Politics of Higher Education, 449–467. https://doi.org/10.4337/9781786435026

Kezar, A., & DePaola, T. (2018). Understanding the need for unions: Contingent faculty working conditions and the relationship to student learning. Professors in the Gig Economy: Unionizing Adjunct Faculty in America. https://jhupbooks.press.jhu.edu/content/professors-gig-economy

Liera, R., & Dowd, A. C. (2018). Faculty learning at boundaries to broker racial equity. The Journal of Higher Education. https://doi.org/10.1080/00221546.2018.1512805

Kezar, A. J., & Holcombe, E. M. (2018). Challenges of implementing integrated programs for underrepresented students in STEM: A study of the CSU STEM collaboratives. Educational Policy. http://journals.sagepub.com/doi/10.1177/0895904818802091

Huerta, A. H. (2018). Educational persistence in the face of violence: Narratives of resilient Latino male youth. Boyhood Studies: An Interdisciplinary Journal, 11(2), 94-113. https://doi.org/10.3167/bhs.2018.110206

Cole, D., Kitchen, J. A., & Kezar, A. (2018). Examining a comprehensive college transition program: An account of iterative mixed methods longitudinal survey design. Research in Higher Education. https://doi.org/10.1007/s11162-018-9515-1

Corwin, Z., & Maruco, T. J. (2018). Navigating the tension between scale and school context in digital college guidance. Journal of Information, Communication and Ethics in Society, 16(3), 303-310. https://doi.org/10.1108/JICES-03-2018-0019

Estrada, J. N., Huerta, A. H., Hernandez, E., Hernandez, R. A., & Kim, S. W. (2018). Socio‐ecological risk and protective factors for youth gang involvement. The Wiley Handbook on Violence in Education, 185-202. https://doi.org/10.1002/9781118966709.ch9

Huerta, A. H., McDonough, P. M., & Allen, W. R. (2018). You can go to college: Employing a developmental perspective to examine how young men of color construct a college-going identity. The Urban Review. https://doi.org/10.1007/s11256-018-0466-9

Huerta, A., & Rios-Aguilar, C. (2018). Treat a cop like they are god: Exploring the relevance and utility of funds of gang knowledge among Latino male students. Urban Education. https://doi.org/10.1177/0042085918794766

Kezar, A., & Holcombe, E. (2018). Integrated and comprehensive student support programs aimed at historically underserved students: Creating a unified community of support. International Journal of Chinese Education, 7(1), 65-84. https://doi.org/10.1163/22125868-12340090

Kezar, A., & Holcombe, E. (2018). How organizational silos and bridges shape student success: The CSU STEM collaboratives project. Change: The Magazine of Higher Learning, 50(2). https://doi.org/10.1080/00091383.2018.1483180

Kitchen, J., Sadler, P., & Sonnert, G. (2018). The impact of summer bridge programs on college students’ STEM career aspirations. Journal of College Student Development, 59(6), 698-715. https://muse.jhu.edu/article/710765/pdf

Kolluri, S. (2018). Advanced placement: The dual challenge of equal access and effectiveness. Review of Educational Research. https://doi.org/10.3102/0034654318787268

Kolluri, S. (2018). Student perspectives on the common core: The challenge of college readiness at urban high schools. Urban Education. https://doi.org/10.1177/0042085918772630

Kolluri, S. & Tierney, W. (2018). College for all in capitalist America: The post-secondary emphasis in the neoliberal age. Tertiary Education and Management. https://doi.org/10.1080/13583883.2018.1440417

Martinez, Jr. E., & Huerta, A. H. (2018). Deferred enrollment: Chicano/Latino males, social mobility and military enlistment. Education and Urban Society. https://doi.org/10.1177/0013124518785021

Melguizo, T., & Witham, K. (2018). Funding community colleges for equity, efficiency, and student success. The Century Foundation. https://tcf.org/content/report/funding-community-colleges-equity-efficiency-student-success-examination-evidence-california/

Pathania, G.J., & Tierney, W.G. (2018). An ethnography of caste and class at an Indian university: Creating capital. Tertiary Education and Management. https://doi.org/10.1080/13583883.2018.1439998

Tichavakunda, A. A., & Tierney, W.G. (2018). The ‘wrong’ side of the divide: Highlighting race for equity’s sake. Journal of Negro Education, 87(2), 110-124. https://www.jstor.org/stable/10.7709/jnegroeducation.87.2.0110

Gehrke, S., & Kezar, A. (2018). Perceived outcomes associated with engagement in and design of faculty communities of practice focused on STEM reform. Research in Higher Education, 60(6), 844-869. https://doi.org/10.1007/s11162-018-9534-y

Kezar, A. (2018). Using philosophy to develop a thoughtful approach to going public or not. Taking It to the Streets: The Role of Scholarship in Advocacy and Advocacy in Scholarship. https://muse.jhu.edu/book/58092

Lanford, M., & Maruco, T. (2018). When job training is not enough: The cultivation of social capital in career academies. American Educational Research Journal, 55(3), 617-648. https://doi.org/10.3102/0002831217746107

Lanford, M., Tierney, W. G., & Lincoln, Y. (2018). The art of life history: Novel approaches, future directions. Qualitative Inquiry. https://doi.org/10.1177/1077800418817834

Kezar, A., Fries-Britt, S., Kurban, E., McGuire, D., & Wheaton, M.M. (2018). Speaking truth and acting with integrity: Confronting challenges of campus racial climate. American Council on Education. https://pulliasarchive.equitygraded.org/download/speaking-truth-and-acting-with-integrity-confronting-challenges-of-campus-racial-climate/

Oleksiyenko, A., & Tierney, W. G. (2018). Higher education and human vulnerability: Global failures of corporate design. Tertiary Education and Management, 24(3), 187-192. https://doi.org/10.1080/13583883.2018.1439094

Tierney, W. G., & Lanford, M. (2018). Institutional culture in higher education. Encyclopedia of international higher education systems and institutions. https://doi.org/10.1007/978-94-017-9553-1_544-1

Tierney, W. G., & Lanford, M. (2018). Research in higher education: Cultural perspectives. Encyclopedia of international higher education systems and institutions. https://doi.org/10.1007/978-94-017-9553-1_165-1

Tierney, W.G. (2018). A road less traveled: The responsibilities of the intellectual. Taking It to the Streets: The Role of Scholarship in Advocacy and Advocacy in Scholarship. https://muse.jhu.edu/book/58092

Tierney, W. G., & Rall, R. M. (2018). Lessons not yet learned: Culture, governance, and the Jerry Sandusky case. Journal of Higher Education Management, 33(2), 12-27. http://www.aaua.org/journals/pdfs/JHEM_2018_33-2_Online.pdf

Gehrke, S., & Kezar, A. (2018). Perceived outcomes associated with engagement in and design of faculty communities of practice focused on STEM reform. Research in Higher Education, 60, 844–869. https://doi.org/10.1007/s11162-018-9534-y

Kezar, A. J., & Holcombe, E. M. (2018). Challenges of implementing integrated programs for underrepresented students in STEM: A study of the CSU STEM collaboratives. Educational Policy. http://journals.sagepub.com/doi/10.1177/0895904818802091

Kitchen, J.A., Sonnert, G., & Sadler, P. (2018). The impact of college‐ and university‐run high school summer programs on students’ end of high school STEM career aspirations. Science Education, https://doi.org/10.1002/sce.21332

Porter, K. B., Posselt, J. R., Reyes, K., Slay, K. E., & Kamimura, A. (2018). Burdens and benefits of diversity work: emotion management in STEM doctoral students. Studies in Graduate and Postdoctoral Education. 9(2), 127-143. https://doi.org/10.1108/SGPE-D-17-00041

Posselt, J. (2018). Normalizing struggle: Dimensions of faculty support for doctoral students and implications for persistence and wellbeing. Journal of Higher Education, 89(6), 988-1013. https://doi.org/10.1080/00221546.2018.1449080

Posselt, J. R. (2018). Trust networks: A new perspective on pedigree and the ambiguities of admissions. The Review of Higher Education, (41)4, 497-521. https://doi.org/10.1353/rhe.2018.0023

Posselt, J., Porter, K. B., & Kamimura, A. (2018). Organizational pathways toward gender equity in doctoral education: Chemistry and civil engineering compared. American Journal of Education, 214(4), 383-410. https://doi.org/10.1086/698457

Ngo, F., & Kosiewicz, H. (2017). How extending time in developmental math impacts student persistence and success: Evidence from a regression discontinuity in community colleges. The Review of Higher Education, 40(2), 267-306. https://doi.org/10.1353/rhe.2017.0004

Fong, K. E., & Melguizo, T. (2017). Utilizing additional measures of high school academic preparation to support students in their math self-assessment. Community College Journal of Research and Practice, 41(9), 1-27. https://doi.org/10.1080/10668926.2016.1179604

Lanford, M. (2017). The political history of the Georgia HOPE scholarship program: A critical analysis. Policy Reviews in Higher Education, 1(2), 187-208. https://doi.org/10.1080/23322969.2017.1305258

Melguizo, T., Witham, K., Fong, K., & Chi, E. (2017). Understanding the relationship between equity and efficiency: Towards a concept of funding adequacy for community colleges. Journal of Education Finance, 43(2), 195-216. https://muse.jhu.edu/article/688012/summary

Park, J.J., & Dizon, J.P.M. (2017). Race, religion, and spirituality for Asian American students. New Directions for Student Services: Bridging Research and Practice to Support Asian American Students, 2017(160), 39-49. https://onlinelibrary.wiley.com/toc/15360695/2017/2017/160

Poon, O.A., Dizon, J.P.M., & Squire, D. (2017). Count me in: Ethnic data disaggregation advocacy, racial mattering, and lessons for racial justice coalitions. Journal Committed to Social Change on Race and Ethnicity, 3(1), 122-154. https://journals.shareok.org/jcscore/article/view/34

Holcombe, E., & Kezar, A. (2017). Mental model and implementing new faculty roles. Innovative Higher Education, 43(2), 91-106. https://link.springer.com/article/10.1007/s10755-017-9415-x

DePaola, T., & Kezar, A. (2017). The changing face of employment at research universities. Hidden and Visible: The Role and Impact of Contingency Faculty in Higher Education, 2017(176), 83-96. https://doi.org/10.1002/ir.20246

Tierney, W. G., & Lanford, M. (2017). Between massification and globalization: Is there a role for global university rankings? Global rankings and the geopolitics of higher education, 295-308. https://www.academia.edu/38183713/Between_Massification_and_Globalization_Is_There_a_Role_for_Global_University_Rankings

Elrod, S., & Kezar, A. (2017). Increasing student success in STEM: Summary of a guide to systemic institutional change, Change: The Magazine of Higher Learning, 49(4), 26-34. https://doi.org/10.1080/00091383.2017.1357097

Kezar, A., Acuña Avilez, A., Drivalas, Y., & Wheaton, M. M. (2017). Building social change oriented leadership capacity among student organizations: Developing students and campuses simultaneously. New directions for student leadership, 2017(155), 45-57. https://journals.sagepub.com/doi/pdf/10.1177/0895904819843594

Gehrke, S., & Kezar., A.J. (2017). The roles of STEM faculty communities of practice in institutional and departmental reform in higher education. American Educational Research Journal, (54)5, 803-833. https://doi.org/10.3102/0002831217706736

Posselt, J. R., Reyes, K. A., Slay, K., Kamimura, A., & Porter, K. (2017). Equity efforts as boundary work: How symbolic and social boundaries shape access and inclusion in graduate education. Teachers College Record, 119(10), 1-38. http://www.tcrecord.org/library/Abstract.asp?ContentId=21903

Tierney, W. G., & Ward, J.D. (2017). The role of state policy in ensuring access, achievement, and attainment in education. American Behavioral Scientist, 61(14). http://journals.sagepub.com/doi/abs/10.1177/0002764217744820

Ngo, F., & Melguizo, T. (2016). Using math diagnostics to inform course placement in community colleges. Policy Analysis for California Education. https://edpolicyinca.org/newsroom/using-math-diagnostics-inform-course-placement-community-colleges

Ngo, F., & Melguizo, T. (2016). How can placement policy improve math remediation outcomes? Evidence from experimentation in community colleges. Educational Evaluation and Policy Analysis, 38(1), 171-196. https://doi.org/10.3102/0162373715603504

Museus, S.D., Shiroma, K.Y., & Dizon, J.P.M. (2016). Cultural community connections and college success: An examination of Southeast Asian American college students. Journal of College Student Development, 57(5), 485-502. https://muse.jhu.edu/article/626122

Melguizo, T., Bos, J., Ngo, F., Mills, N., & Prather, G. (2016). Using a regression discontinuity design to estimate the impact of placement decisions in developmental math. Research in Higher Education, 57(2), 123-151. https://doi.org/10.1007/s11162-015-9382-y

Kosiewicz, H., Ngo, F., & Fong, K. E. (2016). Alternative models to deliver developmental math: Issues of use and student access. Community College Review, 44(3), 205-231. https://doi.org/10.1177/0091552116651490

Maxey, D., & Kezar, A. (2016). Leveraging the Delphi technique to enrich knowledge and engage educational policy problems. Educational Policy, 30(7), 1042-1070. https://doi.org/10.1177/0895904815586856

Lanford, M. (2016). Perceptions of higher education reform in Hong Kong: A globalization perspective. International Journal of Comparative Education and Development, 18(3), 184-204. https://doi.org/10.1108/IJCED-04-2016-0007

Lanford, M., & Tierney, W. G. (2016). The international branch campus: Cloistered community or agent of social change? The Palgrave Handbook of Asia Pacific Higher Education, 157-172. https://doi.org/10.1057/978-1-137-48739-1_11

Tierney, W. G., & Lanford, M. (2016). Conceptualizing innovation in higher education. Higher Education: Handbook of Theory and Research, 31, 1-40. https://doi.org/10.1007/978-3-319-26829-3_1

Fong, K. E., Melguizo, T., & Prather, G. (2015). Increasing success rates in developmental math: The complementary role of individual and institutional characteristics. Research in Higher Education, 56(7), 719-749. https://doi.org/10.1007/s11162-015-9368-9

Ngo, F., & Kwon, W. (2015). Using multiple measures to make math placement decisions: Implications for access and success in community colleges. Research in Higher Education, 56(5), 442-470. https://doi.org/10.1007/s11162-014-9352-9

Gehrke, S., & Kezar, A. (2015). Unbundling the faculty role in higher education: Utilizing historical, theoretical and empirical frameworks to inform future research. Higher Education: Handbook of Theory and Research, 93-150. https://doi.org/10.1007/978-3-319-12835-1_3

Kezar, A., & Gerhke, S. (2015). Faculty grassroots leadership as philanthropy. Faculty Work and the Public Good: Philanthropy, Engagement, and Academic Professionalism. https://www.tcpress.com/faculty-work-and-the-public-good-9780807756171

Kezar, A., & Holcombe, E. (2015). The professoriate reconsidered. Academe, 101(6). https://www.aaup.org/article/professoriate-reconsidered#.W0OlhthKii4

Kezar, A., & Maxey, D. (2015). The Delphi technique: An untapped approach of participatory research. Journal of Social Science Research Methods, 19(2), 1-18. https://doi.org/10.1080/13645579.2014.936737

Maxey, D., & Kezar, A (2015). Revealing opportunities and obstacles for changing non-tenure-track faculty practices: An examination of stakeholders’ awareness of institutional contradictions. Journal of Higher Education, 86(4), 564-594. https://doi.org/10.1080/00221546.2015.11777375

Maxey, D., & Kezar, A. (2015). Overcoming obstacles for involving part-time faculty in service-learning. Service-learning at the American community college: Theoretical and empirical perspectives, 241-256. https:/doi.org/10.1057/9781137355737_17

Melguizo, T., Kosiewicz, H., Prather, G., & Bos, J. (2014). How are community college students assessed and placed in developmental math? Grounding our understanding in reality. The Journal of Higher Education, 85(5), 691-722. https://doi.org/10.1080/00221546.2014.11777345

Kim, B.M. (2013). Do developmental mathematics courses develop the mathematics? Addressing missing outcome problem in regression discontinuity design. [University of Southern California]. https://pulliasarchive.equitygraded.org/wp-content/uploads/2014/11/BoMKim_2013-JMP_Missing-in-RDD.pdf

Melguizo, T., Bos, J. M., & Prather, G. (2013). Are community colleges making good placement decisions in their math trajectories? University of Southern California Rossier School of Education. https://pulliasarchive.equitygraded.org/wp-content/uploads/2013/10/Good_Placement_Decisions_Brief.pdf

Kosiewicz, H., Melguizo, T., Prather, G., & Bos, J. M. (2013). How are assessment and placement policies for developmental math designed and implemented in California community colleges? University of Southern California Rossier School of Education. https://pulliasarchive.equitygraded.org/wp-content/uploads/2013/11/Kosiewicz-Assessment-Placement-Policy-Brief-Final.pdf

Fong, K. E., Melguizo, T., Prather, G., & Bos, J. M. (2013). A different view of how we understand progression through the developmental math trajectory. University of Southern California Rossier School of Education. https://pulliasarchive.equitygraded.org/wp-content/uploads/2013/10/Different_View_Progression_Brief.pdf

Ngo, F., Kwon, W., Melguizo, T., Prather, G., & Bos, J, M. (2013). Course placement in developmental mathematics: Do multiple measures work? University of Southern California Rossier School of Education. https://pulliasarchive.equitygraded.org/wp-content/uploads/2013/10/Multiple_Measures_Brief.pdf

Kezar, A., Eaton, J., & Maxey, D. (2013). An examination of the changing faculty: Ensuring institutional quality and achieving desired student learning outcomes. Council for Higher Education Accreditation. https://www.ewa.org/sites/main/files/file-attachments/chea_examination_changing_faculty_2013.pdf

Melguizo, T., Bos, J., & Prather, G. (2011). Is developmental education helping community college students persist? A critical review of the literature. American Behavioral Scientist, 55(2), 173–184. https://doi.org/10.1177/0002764210381873