Our Research

The Tennessee Board of Regents produces working papers, research reports and other resources aimed at promoting student success. 

PDF icon Technical Brief #1 : Dr. Tristan Denley

In Fall 2014 and Spring 2015, we carried out a substantial pilot of the co-requisite model of instruction in the community college setting. In mathematics, 1,019 students across 9 campuses who would otherwise have been placed into learning support mathematics were enrolled directly into an Introductory Statistics class, and were required to also attend a supplementary instruction experience. 

 PDF icon Technical Brief # 2 : Dr. Tristan Denley

Information and choice clearly have a significant impact on a student’s ability to navigate through a degree successfully. This greatly raises the stakes on the ways in which the information is presented and how the choices are framed. Schwartz (see [5]) has argued for a ‘paradox of choice’ - that having too many options can lead to a ‘decision paralysis’. 


PDF icon Technical Brief # 3 : Dr. Tristan Denley

To understand more clearly how the preparedness of students would affect their potential success in these course completions, we chose to disaggregate the data by ACT sub-score. Since system-wide, more than 60% of TBR students begin college with need for remediation in math, reading and/or writing, the results of the analysis were startling. 


PDF icon Technical Brief # 4 : Dr. Tristan Denley

A system as diverse as the Tennessee Board of Regents must teach a vast array of coursework to meet the curricular requirements of all of its programs of study. In fact, each semester the system’s roughly 200,000 students study over 8000 different courses. However, more than half of the one-million student-course enrollments lie in around thirty of those classes. 

PDF icon Technical Brief # 5 : Dr. Tristan Denley and Dr. Pamela Knox

This paper focuses on higher education change in- novations, specifically, the co-requisite remediation model of simultaneous supple- mental instruction and the role of the non-cognitive factors in achieving learning and performance as well as retention.