Barriers to Scaling up Corequisite Classes and Multiple Measures Assessment
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.
CAPR Research Extended with Additional Grants from IES, Other Funders
The Institute of Education Sciences (IES) and other funders have awarded additional grants to extend the center through at least 2023.
SUNY Colleges Are Using Homegrown Multiple Measures Systems to Place Students During the Pandemic
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.
Through the Looking Glass
In this essay, CCRC's Maggie P. Fay considers Varsity Blues, community colleges, and the unequal application of academic standards.
Moving Developmental Math Online: Lessons from College Students and Faculty in Tennessee
Though the COVID-19 pandemic forced colleges to move online quickly, the use of technology in developmental courses is not new. Here, Angela Boatman describes findings from her study of a hybrid course instruction model in Tennessee that may help practitioners navigate the current context.
Implementation from Both Sides: A Look into a Joint K-12 and Postsecondary Math Reform
Kathleen Almy led Illinois's transitional math course reform; now she's supporting high schools as they implement it. Working on both sides of the reform, she writes, has been an eye-opening experience.