CAPR is conducting several studies to provide a foundation for more comprehensive developmental education and college readiness innovation.
Multiple Measures: Scaling and Developing Evidence for the Corequisite Context
This project will build new evidence about implementing MMA in a corequisite environment, evaluate the effectiveness of corequisites compared with stand-alone college courses, and scale MMA in new colleges and systems.
Examining Corequisite Reforms Across CUNY Colleges
CAPR is partnering with the City University of New York to examine how campuses are implementing corequisite instruction, and how assessment, advising, course structure, pedagogy, and support services vary between campuses.
Expanding the Adoption of Multiple Measures Assessment and Building the Research Base
CAPR is helping states and colleges to adopt and scale effective multiple measures assessment practices and expand the field’s knowledge of which MMA practices are most effective for which types of students.
Changing Policy and Practice in Developmental Education: Assessing the Evidence and Engaging the Field
This project is taking stock of the progress in developmental education reform and engage practitioners, policymakers, and researchers to maintain momentum toward scaling and sustaining effective strategies.
Studying Equitable and Holistic Corequisite Course Design
This project is examining best practices for implementing corequisite courses in ways that support equitable student outcomes and capture lessons on how colleges can make their equity work more intentional.
Evaluation of Alternative Placement Systems and Student Outcomes
CAPR is analyzing impacts of a placement method relying on multiple measures of students’ readiness for college-level courses, including high school grade point average.
Evaluation of Developmental Math Pathways and Student Outcomes
CAPR is assessing an alternative model of developmental math that shortens students’ time in remediation, tailors content to career and academic paths, and uses more engaging curriculum and instruction.
National Study of Developmental Education Policies and Practices
CAPR conducted qualitative interviews and a nationally representative survey of two- and four-year colleges in order to learn how colleges and systems across the country are approaching developmental programs and reforms.
Evaluation of Early Start Developmental Education Policy
CAPR studied the Early Start policy at the California State University (CSU) system, which aims to have students enter their first year of college having met their developmental needs in the summer before their freshman year.
Exploration of the Use of Learning Technologies in Developmental Math
CAPR explored implementation and outcomes of the Emporium Model of developmental math, which replaces traditional lectures with interactive instructional software and personalized assistance.