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.
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.
March 18, 2019 | The National Academies of Science, Engineering, and Medicine: Increasing Student Success in Developmental Mathematics
This presentation focused on the range of existing developmental math reforms currently being implemented and tested across colleges and universities in the U.S.
By Elizabeth Zachry Rutschow and Alexander K. Mayer | February 2018
This brief presents early findings from CAPR’s nationally representative survey of nearly 1,000 open-access and nonselective postsecondary institutions.
February 22, 2018 | Achieving the Dream Annual Institute on Student Success
In this presentation, panelists discussed several innovative intervention strategies and present exciting new research findings for these strategies and discussed tradeoffs and opportunities for scaling.
February 22, 2018 | Achieving the Dream Annual Institute on Student Success
In this presentation, the presenters explained why there is a need to change assessment and placement practices, and shared information on approaches to developing and testing alternative strategies based on data analytics.