Research on developmental education reform often provides evidence on the efficacy and cost of an intervention, but leaves out what revenue could be generated through increased student retention and degree attainment. MDRC's new Intervention Return on Investment tool can help college leaders estimate the costs and revenues associated with reform.
In this blog, three state leaders discuss Arkansas’s adoption and scaling of multiple measures assessment to determine which students are ready for college-level courses. Their stories provide informative examples for other states that are considering doing the same.
Florence Xiaotao Ran, a professor of higher education policy and CCRC affiliate, sat down with CAPR's Elizabeth Ganga to discuss findings from her study on corequisite support in Tennessee community colleges.
Research shows declining enrollment in remedial courses. In this blog post, New America's Tiffany Thai provides insight into whether this decline has been experienced equally among racial demographics and how recent developmental education reforms affect specific student populations.
As CAPR marks its tenth year, it’s time to reflect on the progress CAPR and the field has made and on the opportunities that lie ahead. Since its founding, CAPR has contributed to a transformation in thinking about best practices for developmental education.
In 2017, Arkansas changed its policy to allow colleges to place new students into developmental or college-level math and English using multiple measures assessment. This Q&A discusses how research influenced a 2023 update to the guidance.
In a new episode of MDRC’s Evidence First podcast, Leigh Parise talks with Nikki Edgecombe, a senior research scholar at CCRC who leads CAPR, and Michael Weiss, a senior fellow in postsecondary education at MDRC, about what has been learned about promoting equity in developmental education reform.
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.