CAPR Blog
Using AI for Learning in the Community College Classroom
How can artificial intelligence be used productively in the classroom? Can it ever be used ethically? Nancy Murray takes on these questions as she reflects on her own experiences with ChatGPT in the classroom.
Multiple Measures Assessment in a Corequisite Remediation Context
Both corequisite remediation and Multiple Measures Assessment (MMA) have been shown to get more students into college-level courses more quickly and to help students pass those courses. But what happens when colleges use corequisites and MMA together? A new CAPR study investigates how placement recommendations using high school GPA and other measures can improve student success in college-level courses.
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.