December 3, 2025 | Webinar
This webinar will reflect on what it takes to implement corequisite reforms within different governance contexts, how different stakeholders have experienced these changes, and what supports have proven critical for adoption and scaling.
Selena Cho, Andrea Lopez Salazar & Julia Raufman | July 2025
This brief provides an overview of corequisite course models at three CUNY colleges and, using student focus group data, describes three factors that improved students’ experiences with corequisites and three factors that presented challenges for students.
Research on developmental education reform often provides evidence on the efficacy and cost of an intervention, but leaves out what revenue could be generated through increased student retention and degree attainment. MDRC's new Intervention Return on Investment tool can help college leaders estimate the costs and revenues associated with reform.
Hollie Daniels | February 2025
Informed by a recent project to scale MMA throughout the state of Arkansas, this brief describes the state’s policy context, summarizes adoption efforts, and presents five strategies for other states that want to scale assessment reform.
Study: Skipping Dev Ed Increases Student Success
In this blog, three state leaders discuss Arkansas’s adoption and scaling of multiple measures assessment to determine which students are ready for college-level courses. Their stories provide informative examples for other states that are considering doing the same.
By Sophie Litschwartz, Dan Cullinan, and Colin Hill | December 2024
Using data from twelve community colleges in three states, this report synthesizes findings from two evaluations that compare the effects of traditional test-only course placement to MMA course placement. The findings suggest that MMA is a cost-effective strategy for improving college progress.
Florence Xiaotao Ran, a professor of higher education policy and CCRC affiliate, sat down with CAPR's Elizabeth Ganga to discuss findings from her study on corequisite support in Tennessee community colleges.
Maggie P. Fay, Julia Raufman, Andrea Lopez Salazar, Selena Cho, Farzana Matin, and Elizabeth Kopko | November 2024
This report draws on interview data with faculty and staff to examine how seven City University of New York colleges transitioned to fully scaled corequisite courses in English and math and the implications of their choices for early implementation.