A New CAPR and CUNY Partnership to Explore Corequisite Implementation
At the start of 2023, CAPR began a partnership with CUNY on a study exploring the experiences of students and faculty and student achievement under different corequisite models. Hollie Daniels and Maggie P. Fay highlight details of the corequisite study at CUNY.
The Strengths and Challenges of Corequisite Developmental Education in Texas
Researchers at the Center for Postsecondary Success at Florida State University break down their study on how institutions implemented corequisites and statewide student outcomes in light of HB 2223 and examine the relationships between corequisite intensity, structure, and student success in passing developmental courses and accumulating credits in the first year.
Corequisite Support as “Settled Law”: A Q&A with Brandon Protas of Complete College America
In this interview, Brandon Protas, assistant vice president for alliance engagement at Complete College America (CCA), discusses the state of the research on corequisite support and CCA's role in developmental education reform.
Bringing Equity Into College Placement Reforms
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.
The National Conference on Acceleration in Developmental Education: Prioritizing Equity for Our Students
This blog post discusses the efforts that the National Conference on Acceleration in Developmental Education 2022 took to center equity, students, and data in conference proposals and proceedings.
Exploring Informed Self-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.