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Daniel Douglas

Lecturer in Sociology & Director of Social Science Research, Trinity College
Chapter Member: Connecticut SSN
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About Daniel

Douglas' research focuses on student access and success in higher education, specifically at community colleges. His published work discusses alternatives to college remedial placement, the role of mathematics in post-secondary education, and college and career pathways in STEM. Douglas has conducted evaluations for the US Department of Education, US Department of Labor, and National Science Foundation. He has also partnered with the non-profit advocacy group Complete College America. In Connecticut, he has worked with the Hartford Foundation for Public Giving and ConnectiKids.

Contributions | No Jargon Podcast | In the News | Publications

Contributions

A Better Way to Help CSCU Students Who Need Remedial Instruction

Commentary,

In the News

"Proceed With Caution in Adopting Skills-Based Hiring," Daniel Douglas, The Connecticut Mirror, March 15, 2024.
Daniel Douglas quoted on the post-college benefits of student employment by Emma Kerr & A.R. Cabral, "The Pros and Cons of Working While in College" U.S. News & World Report, August 10, 2023.
Daniel Douglas quoted on the benefits of allowing students to bypass remedial math courses by Jill Barshay, "Inside the Perplexing Study That’s Inspired Colleges to Drop Remedial Math" The Hechinger Report, May 15, 2023.
Daniel Douglas's research on co-requisite math remediation discussed by Alexandra W. Logue, "The Extensive Evidence of Co-Requisite Remediation's Effectiveness," Inside Higher Ed, July 16, 2018.

Publications

"The Long-Term Impacts of Corequisite Mathematics Remediation with Statistics: Degree Completion and Wage Outcomes" (with Alexandra W. Logue and Mari Watanabe-Rose). Educational Researcher 52, no. 1 (2023): 7-15.

Examines seven-year outcomes of an alternative to remedial mathematics placement. Findings show that students who took a college-level course with support instead of pre-requisite remediation were more likely to complete college, and earned more money after college.

"Math Counts: Major and Gender Differences in College Mathematics Coursework" (with Hal Salzman). The Journal of Higher Education 91, no. 1 (2020): 84-112.

Addresses the lack of research on U.S. undergraduates' mathematics course-taking patterns and achievement disparities. Findings reveal that math courses are more likely to be failed than any other course in the college curriculum, and that female students in math-intensive majors take more math courses and do better in those classes.

"The Relationship Between Work During College and Post College Earnings" (with Paul Attewell). Frontiers in Sociology 4, no. 78 (2019).

Investigates whether working for pay while enrolled in college helps or harms students. Findings show that students who work and study concurrently earn more after college than those who do not work while enrolled.