CAPR Publications
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.
Who Should Take College-Level Courses? Impact Findings From an Evaluation of a Multiple Measures Assessment Strategy
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.
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.
Content and Connections: Students’ Responses to a Hybrid Emporium Instructional Model in Developmental Mathematics
By Angela Boatman and Jenna W. Kramer | November 2019
Based on focus groups, this paper examines how developmental math students at six public colleges in Tennessee experienced the hybrid emporium model, which emphasizes computer-based instruction. Students reported cognitive and social accessibility benefits.
Computer-Based Math Remediation: Evidence from Technology-Centered Instruction in Two-Year and Four-Year Colleges
By Angela Boatman | November 2019
Using statewide public college data from Tennessee and a difference-in-differences analytical model, this paper examines the effects of adopting a hybrid emporium developmental math model on student outcomes.
The Changing Landscape of Developmental Education Practices: Findings from a National Survey and Interviews with Postsecondary Institutions
By Elizabeth Zachry Rutschow, Maria Scott Cormier, Dominique Dukes, and Diana E. Cruz Zamora | November 2019
This report documents developmental education practices used in broad-access two- and four-year colleges across the country based on a 2016 survey of public two- and four-year colleges and private, nonprofit four-year colleges as well as interviews with institutional and state leaders.
Is Early Start a Better Start? Evaluating California State University’s Early Start Remediation Policy
Michal Kurlaender, Lester Lusher, and Matthew Case | October 2019
In this working paper released by the IZA Institute of Labor Economics, the authors estimate the impact of Early Start summer remediation relative to both traditional fall remediation and relative to no remediation at all.
Early Outcomes of Texas Community College Students Enrolled in Dana Center Mathematics Pathways Prerequisite Developmental Courses
Lauren Schudde and Akiva Yonah Meiselman | August 2019
This study examines whether students participating in Dana Center Mathematics Pathways (DCMP) developmental courses enroll in and pass college-level math courses at higher rates than students who take traditional developmental math courses.
Modernizing College Course Placement by Using Multiple Measures
Elizabeth Ganga and Amy Mazzariello | April 2019
This brief, written in conjunction with the Education Commission of the States, describes the evidence for multiple measures placement and offers an overview of the types of multiple measures placement systems used across the country.
Math Pathways: Expanding Options for Success in College Math
By Elizabeth Ganga and Amy Mazzariello | October 2018
This brief, written in collaboration with the Education Commission of the States, describes three math pathways models, lays out the evidence for their effectiveness, and gives recommendations for the effective implementation of math pathways.