In this blog post, CAPR researchers discuss a new brief that looks at equity in placement reforms and provides strategies institutions can use to drive more equitable outcomes for students.
This blog post provides an overview of two new CAPR briefs looking at informed self-placement (ISP), a placement system which focuses on educating students about a college’s curriculum and available courses and then asks them to reflect on their skills and experiences before deciding their own placement.
This blog post looks back at the first six years of CAPR's research and describes what's next for the center, including a suite of new projects and research questions focused on which developmental education reforms, policies, and practices work for whom.
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.
Access to gateway courses for historically underrepresented students increased dramatically following California's implementation of AB 705, but these students' completion rates still lag behind their peers'.
As colleges respond to state- and system-wide calls to replace traditional developmental education with corequisite support courses, institutional challenges are preventing them from faithfully implementing these courses as designed.
Susan Bickerstaff, Elizabeth Kopko, Erika B. Lewy, Julia Raufman, and Elizabeth Zachry Rutschow | January 2021
Based on interviews with system leaders and college administrators, faculty, and staff, this brief presents four short case studies on how community college state systems changed placement policies and supported new placement practices in the midst of the pandemic.
Here, CAPR's Elisabeth Barnett explains how several SUNY community colleges adapted their approaches to assessment and placement for students entering college in fall 2020 to account for limitations posed by the COVID-19 pandemic.
Who Should Take College-Level Courses? Impact Findings From an Evaluation of a Multiple Measures Assessment Strategy
By Elisabeth A. Barnett, Elizabeth Kopko, Dan Cullinan, and Clive R. Belfield | October 2020
This report describes impact findings from an evaluation of multiple measures assessment and placement at seven State University of New York (SUNY) community colleges.
In this video from our 2019 conference, representatives from three SUNY colleges explain how their placement systems evolved after the CAPR study on multiple measures assessment and placement ended.