This brief highlights findings from a rigorous long-term follow-up study of an early version of the DCMP model that found a sustained impact on students’ successful completion of their first college-level math course of 5.6 percentage points after five years.
Sophie Litschwartz, Dan Cullinan & Vivianna Plancarte | November 2023
This brief describes evidence showing that multiple measures assessment and corequisite remediation can improve outcomes for students assessed as needing remedial education, explains both practices, discusses surveys showing they are increasing nationally, and introduces a study on how they can work together.
This brief is part of a follow-up study that reports on longer-term student outcomes and provides additional cost data analysis from the five years of follow-up research. It also compares costs to cumulative academic outcomes, providing estimates of cost effectiveness. A supplement to the brief breaks down the costs into categories.
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.
This working paper reports on longer term impacts on students’ math completion, academic progress, and academic attainment from a randomized controlled trial of an early model of Dana Center Math Pathways (DCMP).
By Oscar Cerna, Vivianna Plancarte, Julia Raufman, Jorge Mahecha-Rodriguez,
with Ellen Wasserman | September 2023
This research brief and supplement highlight findings on the design and implementation of corequisite courses at four colleges, as well as findings from a survey administered to students who were enrolled in these courses in fall 2021 and spring 2022.
Susan Bickerstaff, Katie Beal, Julia Raufman, Erika B. Lewy, and Austin Slaughter | October 2022
In a review of impact and implementation studies from the past ten years, this CAPR report summarizes what is known about how innovations to developmental education can improve student outcomes, and it draws out five principles that are key for reform.
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.
This brief reviews the existing research on informed self-placement (ISP). It discusses the processes and methods used to implement ISP as well as justifications for its use, provides an overview of the available data about how students behave and perform when ISP is used, and makes recommendations for future study.