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.
By Elisabeth A. Barnett, Peter Bergman, Elizabeth Kopko, Vikash Reddy, Clive R. Belfield, and Susha Roy, with Dan Cullinan | September 2018
This report examines the implementation of a multiple measures placement system at seven State University of New York colleges and presents results on first-term impacts.
Making It Through: Interim Findings on Developmental Students’ Progress to College Math with the Dana Center Mathematics Pathways
By Elizabeth Zachry Rutschow | July 2018
This brief provides a preliminary look at the experimental results of the Dana Center Mathematics Pathways (DCMP) model, developed by the Charles A. Dana Center at the University of Texas at Austin. Program group students made strides in both enrolling in and passing college-level math during their second and third semesters, indicating that the DCMP is helping students reach a critical college milestone.
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.
By Elizabeth Ganga, Amy Mazzariello, and Nikki Edgecombe | February 2018
This brief, written in collaboration with the Education Commission of the States, discusses the importance of and challenges surrounding developmental education and suggests ways in which policymakers can address these challenges.
How and Why Higher Education Institutions Use Technology in Developmental Education Programming (A CAPR Working Paper)
By Rebecca Natow, Vikash Reddy, and Markeisha Grant | September 2017
Drawing from semi-structured interviews with key personnel at several colleges, this paper explores how technology is integrated into developmental education programming, what challenges institutions have encountered relating to the technology, and what considerations institutional leaders take into account when deciding whether and how to integrate technology in developmental education.
By Elizabeth Zachry Rutschow, John Diamond, and Elena Serna-Wallender | May 2017
A promising new community college intervention—the Dana Center Mathematics Pathways—involves a revised developmental math course that emphasizes statistical and quantitative reasoning skills to align with students’ fields of study. In a random assignment evaluation at four colleges in Texas, students report a qualitatively different experience with math instruction.
By Elisabeth A. Barnett and Vikash Reddy | February 2017
This paper provides an overview of the history of college placement testing, with a focus on nonselective colleges. The authors discuss the limitations of placement tests, the consequences of placement errors, and the movement toward changing systems of placement; a typology of approaches to assessment and placement is also described.