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, and 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.
Multiple Measures, Better Outcomes
A long-term study of an alternative approach to determining if community college students need developmental (also called remedial) courses has found that this approach allows many more students to succeed in their college-level math and English courses, part of the puzzle to bolstering the overall success of community college students.
In this podcast discussion with CCRC’s Elizabeth Ganga, CCRC and CAPR researchers Elizabeth Kopko and Hollie Daniels explain what they found when they looked at the data after nine semesters and what educators and policymakers should take from the research.
Elizabeth Kopko and Hollie Daniels | October 2023
This brief describes findings and implications of an evaluation study of multiple measures assessment (MMA); it focuses on results among students whose placements changed (or would have changed) under MMA.