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Daniel Douglas

Assistant Professor of Sociology, Montclair State University
Chapter Member: New Jersey-Philadelphia SSN
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About Daniel

Douglas's research focuses on higher education policy and the relationship between education and employment. Specifically, he has examined developmental/remedial education, student progress toward college degrees, and the role of mathematics in higher education. Overarching themes in Douglas' writings include evaluating the effectiveness of higher education policy changes, and understanding the contexts in which college students live and work. Douglas has been an evaluator and consultant for individual colleges, university systems, and state higher education policy institutes. His work has been supported by the US Department of Education, Department of Labor, the National Science Foundation, and numerous private foundations.

Contributions | No Jargon Podcast | Member Spotlight | In the News | Publications

Contributions

A Better Way to Help CSCU Students Who Need Remedial Instruction

Commentary,

In the News

Opinion: "Proceed With Caution in Adopting Skills-Based Hiring," Daniel Douglas, The Connecticut Mirror, March 15, 2024.
Quoted by Emma Kerr & A.R. Cabral in "The Pros and Cons of Working While in College," U.S. News & World Report, August 10, 2023.
Quoted by Jill Barshay in "Inside the Perplexing Study That’s Inspired Colleges to Drop Remedial Math," The Hechinger Report, May 15, 2023.
Research discussed by Alexandra W. Logue, in "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.