CAPR Blog
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.
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.
Ten Years of CAPR
As CAPR marks its tenth year, it’s time to reflect on the progress CAPR and the field has made and on the opportunities that lie ahead. Since its founding, CAPR has contributed to a transformation in thinking about best practices for developmental education.
How Research Informed Policy in Arkansas’s Adoption of Multiple Measures
In 2017, Arkansas changed its policy to allow colleges to place new students into developmental or college-level math and English using multiple measures assessment. This Q&A discusses how research influenced a 2023 update to the guidance.
Promoting Equity in Developmental Education Reform: A Conversation with Nikki Edgecombe and Michael Weiss
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.
CAPR Survey Shows Widespread Adoption of Developmental Education Reforms
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.