CAPR Webinar Explores Long-Term Findings From Two Major Studies of Developmental Education

Photos of the four presenters

In 2014, CAPR launched two research projects: one evaluating a multiple measures assessment and placement system, an alternative to traditional test-based placement, and another evaluating math pathways, which aims to better match students’ math courses to their programs of study and minimize the time students spend in remedial courses. Nine years later, CAPR has released the findings from long-term follow-ups to both studies, providing rare insight into the impact of the interventions several years after students enter college.

In a recent webinar, The Latest CAPR Research on Developmental Education Reforms: Implications for Policy and Practice, 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 the studies of these major developmental education reforms and how colleges and systems have changed their policies and practices in response to the research to improve students’ experiences.

The study of multiple measures assessment found that it can improve access to and success in college-level math and English. The math pathways study suggested that tailoring content to students’ academic paths, shortening students’ time in developmental math courses, and using student-centered instruction, had positive outcomes for students whose test scores suggested they were not college-ready.

The recording of the webinar can be accessed by clicking below.