In 2017, Arkansas changed its policy to allow colleges to place new students into developmental or college-level math and English using multiple measures assessment. This Q&A discusses how research influenced a 2023 update to the guidance.
Placement tests relegate students who could succeed in college-level courses to remedial classes, impeding their progress toward a community college credential. This blog post argues that it's time to recognize the hard work incoming students have already put in and place everyone in 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.
Several states are considering major changes to dev ed. Find out what's on the legislative docket, get the latest findings on reforms in CUNY and Oregon community colleges, and more in our CAPR link roundup.
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.
Vikash Reddy and Elisabeth Barnett, who recently authored a CAPR working paper on the use of multiple measures for assessment and placement, discuss data points that can be used in placing students, ways in which these measures can be combined, and more varied ways in which colleges might employ assessment results.