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.
This blog post summarizes a new CAPR brief looking at the findings for students three years after they started participating in an early version of the Dana Center Math Pathways (DCMP) program.
Developmental Mathematics Reforms Can Be Enhanced by Improved Teaching: A New Study Shows How Lesson Study Can Help
There is an urgent need to support faculty to meaningfully change their teaching practice, but few professional development models in higher education have been shown to successfully do so. To fill the gap, this post describes efforts to adapt lesson study, a professional development approach used in K-12, for use in developmental mathematics in college.
This blog post looks back at the first six years of CAPR's research and describes what's next for the center, including a suite of new projects and research questions focused on which developmental education reforms, policies, and practices work for whom.
Placement tests relegate students who could succeed in college-level courses to remedial classes, impeding their progress toward a community college credential. This blog post argues that it's time to recognize the hard work incoming students have already put in and place everyone in college-level courses.
To close persistent racial and socioeconomic achievement gaps, structural changes to developmental education should be combined with strategies that address engagement between students and their instructors.
Access to gateway courses for historically underrepresented students increased dramatically following California's implementation of AB 705, but these students' completion rates still lag behind their peers'.
As colleges respond to state- and system-wide calls to replace traditional developmental education with corequisite support courses, institutional challenges are preventing them from faithfully implementing these courses as designed.
The Institute of Education Sciences (IES) and other funders have awarded additional grants to extend the center through at least 2023.
Here, CAPR's Elisabeth Barnett explains how several SUNY community colleges adapted their approaches to assessment and placement for students entering college in fall 2020 to account for limitations posed by the COVID-19 pandemic.