Maggie P. Fay, Julia Raufman, Andrea Lopez Salazar, Selena Cho, Farzana Matin, and Elizabeth Kopko | November 2024
This report draws on interview data with faculty and staff to examine how seven City University of New York colleges transitioned to fully scaled corequisite courses in English and math and the implications of their choices for early implementation.
Elizabeth Kopko, Hollie Daniels, Dan Cullinan, Hanna Nichols, Ellen Wasserman, and Sarahi Hernandez | March 2024
This report highlights the roles of key actors and of state context and policy in the implementation of multiple measures assessment (MMA) at 12 two- and four-year colleges in Arkansas and Texas. It also discusses costs and describes challenges, such as obtaining staff buy-in, managing student data, and ensuring sufficient staffing.
Elizabeth Kopko and Hollie Daniels | October 2023
This brief describes findings and implications of an evaluation study of multiple measures assessment (MMA); it focuses on results among students whose placements changed (or would have changed) under MMA.
Elizabeth Kopko, Hollie Daniels, and Dan Cullinan | October 2023
Using nine terms of outcomes data, this working paper presents findings from an impact study on multiple measures assessment at seven State University of New York (SUNY) community colleges.
By Elizabeth Kopko, Jessica Brathwaite, and Julia Raufman | August 2022
This brief provides guidance to institutions seeking to design and implement placement systems that redress limitations of test-only systems and that work in conjunction with other reforms to generate more equitable outcomes.
Dan Cullinan and Elizabeth Kopko | January 2022
This brief describes findings from two experimental studies of multiple measures assessment, in which colleges use measures beyond placement test scores to determine students’ college readiness.
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.
By Elisabeth A. Barnett, Elizabeth Kopko, Dan Cullinan, and Clive R. Belfield | October 2020
This report describes impact findings from an evaluation of multiple measures assessment and placement at seven State University of New York (SUNY) community colleges.
By Elisabeth A. Barnett, Peter Bergman, Elizabeth Kopko, Vikash Reddy, Clive R. Belfield, and Susha Roy, with Dan Cullinan | September 2018
This report examines the implementation of a multiple measures placement system at seven State University of New York colleges and presents results on first-term impacts.