Study: Skipping Dev Ed Increases Student Success
Study: Skipping Dev Ed Increases Student Success
Bringing Multiple Measures Assessment to Scale in Arkansas: Perspectives from State Education Leaders
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.
College Course Placement Based on Multiple Measures Assessment: A Synthesis of Two Experimental Evaluations
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.
New Evidence on Students With Low Placement Scores and Corequisite Courses
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.
Lessons on Scaling Corequisites: The City University of New York’s Transition From Prerequisite to Corequisite Academic Support
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.
Disparities in Enrollment Decline in Community College Developmental Education
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.
Long-Term Follow-Up Study of the Dana Center Mathematics Pathways
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.
Long-Term Effects of Developmental Education Programs: Evidence from Three States
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.
The Long-Term Effectiveness of Multiple Measures Assessment: Evidence from a Randomized Controlled Trial
September 20, 2024 | SREE 2024 Conference
The author presented on study results that suggest MMA can result in better student outcomes than the use of a single placement test alone.
Embracing Change: A More Equitable Statewide Approach to College Placement in Arkansas
August 7, 2024 | SHEEO Higher Education Policy Conference
In this session, the presenters share experiences around supporting, implementing, and researching MMA as a more equitable approach to college placement.