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.
Research shows declining enrollment in remedial courses. In this blog post, New America's Tiffany Thai provides insight into whether this decline has been experienced equally among racial demographics and how recent developmental education reforms affect specific student populations.
September 20, 2024 | SREE 2024 Conference
In this session, the author went over findings and takeaways from a long-term follow-up study of the Dana Center Mathematics Pathways.
September 20, 2024 | SREE 2024 Conference
This symposium brought together a diverse panel of researchers from different universities and research centers as well as a practitioner from a community college to discuss the long-term effects of three developmental education reforms.