Susan Bickerstaff, Katie Beal, Julia Raufman, Erika B. Lewy, and Austin Slaughter | October 2022
In a review of impact and implementation studies from the past ten years, this CAPR report summarizes what is known about how innovations to developmental education can improve student outcomes, and it draws out five principles that are key for reform.
By Elizabeth Kopko, Jessica Brathwaite, and Julia Raufman | August 2022
This brief provides guidance to institutions seeking to design and implement placement systems that redress limitations of test-only systems and that work in conjunction with other reforms to generate more equitable outcomes.
In this blog post, CAPR researchers discuss a new brief that looks at equity in placement reforms and provides strategies institutions can use to drive more equitable outcomes for students.
By Tiffany Morton | June 2022
This brief reviews the existing research on informed self-placement (ISP). It discusses the processes and methods used to implement ISP as well as justifications for its use, provides an overview of the available data about how students behave and perform when ISP is used, and makes recommendations for future study.
By Jessica Brathwaite, Dan Cullinan, Elizabeth Kopko, Tiffany Morton, Julia Raufman, and Dorota Rizik | June 2022
This brief presents the findings of CAPR’s exploratory study of informed self-placement (ISP), a placement system in which colleges provide information about placement policies, available courses, and other relevant topics to engage students as active participants in their own placement.
This blog post provides an overview of two new CAPR briefs looking at informed self-placement (ISP), a placement system which focuses on educating students about a college’s curriculum and available courses and then asks them to reflect on their skills and experiences before deciding their own placement.
This blog post summarizes a new CAPR brief looking at the findings for students three years after they started participating in an early version of the Dana Center Math Pathways (DCMP) program.
By Dorota Biedzio and Susan Sepanik | March 2022
This brief presents interim findings for the first three years after random assignment and provides an exploratory analysis of the effectiveness of the Dana Center Mathematics Pathways (DCMP) program for various subgroups.
Discussions with faculty at November’s CAPR conference made one thing perfectly clear: Now is no time to rest. Faculty from colleges at all different stages of developmental education reform were considering what they could do next to help more students thrive.