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CAPR Brief

Implementing and Scaling Multiple Measures Assessment in the Context of COVID-19
CAPR Blog Post

SUNY Colleges Are Using Home-Grown Multiple Measures Systems to Place Students During the Pandemic
CAPR Report

Who Should Take College-Level Courses? Impact Findings From an Evaluation of a Multiple Measures Assessment Strategy
CAPR Blog Post

Implementation From Both Sides: A Look Into a Joint K-12 and Postsecondary Math Reform
CAPR Report

The Changing Landscape of Developmental Education Practices
Developmental Education FAQs

Facts and stats on commonly asked questions about dev ed

CAPR: The Latest in Developmental Education Research

CAPR researches, evaluates, and disseminates information on reforms to developmental education that are taking hold at open-access colleges around the U.S. Our current studies include:

A synthesis of current research on effective developmental education reform
Two studies of multiple measures placement
A long-term follow-up study on math pathways
A study of equitable corequisite course design

Reports and summaries are available from our previous studies, which include a survey of the national landscape of developmental education, and research on math pathways, multiple measures placement, summer bridge programs, and computerized math remediation.

Of students who started at two-year public colleges in 2013–14, 60% took one or more remedial courses within three years.

At public two-year colleges, Black and Hispanic students take remedial courses at a rate more than 10 points higher than White students.

Nearly all community colleges used standardized placement exams in 2016. More than half also used other measures for placement.

A multiple measures algorithm used in a CAPR study resulted in changed placements for 26% of math students and 51% of English students.

Corequisite remediation allows more students to pass gateway math and English.

A quarter of students in alternative math pathways pass college-level math, compared with 19% assigned to standard developmental math.

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Recent Publications

Implementing and Scaling Multiple Measures Assessment in the Context of COVID-19

hglatter2021-04-14T11:30:14-04:00January 19, 2021|

Who Should Take College-Level Courses? Impact Findings From an Evaluation of a Multiple Measures Assessment Strategy

hglatter2020-12-09T17:24:31-05:00October 21, 2020|

View all publications

Recent Blog Posts

Barriers to Scaling up Corequisite Classes and Multiple Measures Assessment

hglatter2021-03-12T12:23:41-05:00March 12, 2021|

CAPR Research Extended with Additional Grants from IES, Other Funders

hglatter2020-11-10T09:59:17-05:00November 2, 2020|

SUNY Colleges Are Using Homegrown Multiple Measures Systems to Place Students During the Pandemic

hglatter2021-01-15T15:52:50-05:00October 30, 2020|

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CAPR Brief

Implementing and Scaling Multiple Measures Assessment in the Context of COVID-19

CAPR Blog Post

SUNY Colleges Are Using Home-Grown Multiple Measures Systems to Place Students During the Pandemic

CAPR Report

Who Should Take College-Level Courses? Impact Findings From an Evaluation of a Multiple Measures Assessment Strategy

CAPR Blog Post

Implementation From Both Sides: A Look Into a Joint K-12 and Postsecondary Math Reform

CAPR Report

The Changing Landscape of Developmental Education Practices

Developmental Education FAQs

Facts and stats on commonly asked questions about dev ed

CAPR: The Latest in Developmental Education Research

Recent Publications

Implementing and Scaling Multiple Measures Assessment in the Context of COVID-19

Who Should Take College-Level Courses? Impact Findings From an Evaluation of a Multiple Measures Assessment Strategy

Recent Blog Posts

Barriers to Scaling up Corequisite Classes and Multiple Measures Assessment

CAPR Research Extended with Additional Grants from IES, Other Funders

SUNY Colleges Are Using Homegrown Multiple Measures Systems to Place Students During the Pandemic