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 & 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.
April 18–20, 2024 | 65th Annual CSCC Conference
This presentation summarizes insights derived from CAPR's work focusing on the adoption of multiple measures assessment in open-access colleges in Arkansas and Texas.
April 18–20, 2024 | 65th Annual CSCC Conference
This presentation provides insights into the implementation of corequisite models in English and math courses across seven CUNY colleges, and discusses the challenges and opportunities faced by faculty, staff and administrators while scaling corequisite courses.
Susan Sepanik | December 2023
This brief highlights findings from a rigorous long-term follow-up study of an early version of the DCMP model that found a sustained impact on students’ successful completion of their first college-level math course of 5.6 percentage points after five years.
Sophie Litschwartz, Dan Cullinan & Vivianna Plancarte | November 2023
This brief describes evidence showing that multiple measures assessment and corequisite remediation can improve outcomes for students assessed as needing remedial education, explains both practices, discusses surveys showing they are increasing nationally, and introduces a study on how they can work together.
Several recent research publications look at how reforms to the structure of developmental education combine with other reforms and supports to make a bigger difference for students. This blog shares resources to learn more about developmental education and transfer, developmental education and success coaching, and ESL reforms in California, along with several reports on corequisite courses.
Dan Cullinan | November 2023
This brief is part of a follow-up study that reports on longer-term student outcomes and provides additional cost data analysis from the five years of follow-up research. It also compares costs to cumulative academic outcomes, providing estimates of cost effectiveness. A supplement to the brief breaks down the costs into categories.
In a recent webinar, Elizabeth Kopko and Susan Sepanik of CAPR, along with Sharon Fox of NorthWest Arkansas Community College and Nancy Shapiro of the University System of Maryland, discussed the long-term results of two studies on developmental education reforms and how colleges and systems have changed their policies and practices in response to the findings.