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.
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.
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.
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.
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.
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.
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.
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.