Five Principles for Reforming Developmental Education: A Review of the Evidence

Susan Bickerstaff, Katie Beal, Julia Raufman, Erika B. Lewy, and Austin Slaughter | October 2022

In a review of impact and implementation studies from the past ten years, this CAPR report summarizes what is known about how innovations to developmental education can improve student outcomes, and it draws out five principles that are key for reform.

2022-11-01T10:42:52-04:00October 26, 2022|

Reviewing the Research on Informed Self-Placement: Practices, Justifications, Outcomes, and Limitations

By Tiffany Morton | June 2022

This brief reviews the existing research on informed self-placement (ISP). It discusses the processes and methods used to implement ISP as well as justifications for its use, provides an overview of the available data about how students behave and perform when ISP is used, and makes recommendations for future study.

2022-06-22T11:51:44-04:00June 16, 2022|

Informed Self-Placement Today: An Exploratory Study of Student Outcomes and Placement Practices

By Jessica Brathwaite, Dan Cullinan, Elizabeth Kopko, Tiffany Morton, Julia Raufman, and Dorota Rizik | June 2022

This brief presents the findings of CAPR’s exploratory study of informed self-placement (ISP), a placement system in which colleges provide information about placement policies, available courses, and other relevant topics to engage students as active participants in their own placement.

2022-06-22T11:52:54-04:00June 16, 2022|

Implementing and Scaling Multiple Measures Assessment in the Context of COVID-19

Susan Bickerstaff, Elizabeth Kopko,  Erika B. Lewy, Julia Raufman, and Elizabeth Zachry Rutschow | January 2021

Based on interviews with system leaders and college administrators, faculty, and staff, this brief presents four short case studies on how community college state systems changed placement policies and supported new placement practices in the midst of the pandemic.

2021-10-28T12:28:46-04:00January 19, 2021|Tags: |

Gaining Ground: Findings from the Dana Center Mathematics Pathways Impact Study

By Elizabeth Zachry Rutschow, Susan Sepanik, Victoria Deitch, Julia Raufman, Dominique Dukes, and Adnan Moussa | November 2019

This report examines how four Texas community colleges implemented Dana Center Mathematics Pathways (DCMP) and the impact of DCMP on student outcomes over as many as four semesters. Costs of the initiative and student perspectives are also discussed.

2021-10-28T11:49:56-04:00November 21, 2019|
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