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.
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.
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.
In a new episode of MDRC’s Evidence First podcast, Leigh Parise talks with Nikki Edgecombe, a senior research scholar at CCRC who leads CAPR, and Michael Weiss, a senior fellow in postsecondary education at MDRC, about what has been learned about promoting equity in developmental education reform.
The second post in a series on multiple measures assessment (MMA) in a corequisite remediation context, this blog post explores survey results that provide the first update on the increased reach of major developmental education reforms since 2016.
Elizabeth Kopko, Hollie Daniels, Dan Cullinan, Hanna Nichols, Ellen Wasserman, and Sarahi Hernandez | March 2024
This report highlights the roles of key actors and of state context and policy in the implementation of multiple measures assessment (MMA) at 12 two- and four-year colleges in Arkansas and Texas. It also discusses costs and describes challenges, such as obtaining staff buy-in, managing student data, and ensuring sufficient staffing.
This blog post explores survey results to see if students who use AI for their assignments feel they are able to learn and connect with classroom material, and whether they feel AI affects their writer's voice and ability to think critically.