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.
This blog post explores survey results to see if students who use AI for their assignments feel they are able to learn and connect with classroom material, and whether they feel AI affects their writer's voice and ability to think critically.
Several recent research publications look at how reforms to the structure of developmental education combine with other reforms and supports to make a bigger difference for students. This blog shares resources to learn more about developmental education and transfer, developmental education and success coaching, and ESL reforms in California, along with several reports on corequisite courses.
In a recent webinar, 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 two studies on developmental education reforms and how colleges and systems have changed their policies and practices in response to the findings.
In this podcast discussion with CCRC’s Elizabeth Ganga, CCRC and CAPR researchers Elizabeth Kopko and Hollie Daniels explain what they found when they looked at the data after nine semesters and what educators and policymakers should take from the research.
Changes to placement policies and reforms to course sequences and curriculum have reshaped the landscape of mathematics in community colleges. A new study suggests that within this new and improved landscape, researchers, leaders, and advocates must turn their attention to teaching quality and its role in improving outcomes in mathematics.
How can artificial intelligence (AI) become a tool for learning instead of a threat to the integrity of college writing instruction? Two instructors of first-year and corequisite English at the Community College of Baltimore County share experiences with AI in their own classrooms.
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.
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.
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.