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.
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.
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.
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.
In this video from our 2019 conference, representatives from three SUNY colleges explain how their placement systems evolved after the CAPR study on multiple measures assessment and placement ended.
In an episode of MDRC's Evidence First podcast, Elisabeth Barnett and Dan Cullinan discuss findings from two MDRC/CCRC studies on the use of multiple measures to place students into developmental or college-level courses.
Elisabeth Barnett describes the major takeaways from a newly released CAPR report that examines early outcomes from a study of alternative placement systems at seven community colleges in the State University of New York system.
Rose Asera, a researcher/evaluator who works with the RP Group, traces the history of developmental education reform in California from the early 2000s to the present day.
Di Xu, an assistant professor at the University of California, Irvine, discusses her recent study on how outcomes differ for lower and higher level developmental students, and what colleges are doing to improve developmental education outcomes.
Olga Rodríguez, a research fellow at the Public Policy Institute of California, describes how assessment and placement practices vary across the state's community colleges. This post is based on testimony given to the California State Senate Education Committee on April 19, 2017, on Senate Bill 319, which would require community colleges to inform incoming students about remediation policies and test preparation opportunities.