CAPR Webinar Explores Long-Term Findings From Two Major Studies of Developmental Education

In a recent webinar, Elizabeth Kopko and Susan Sepanik of CAPR, along with Sharon Fox of NorthWest Arkansas Community College and Nancy Shapiro of the University System of Maryland, discussed the long-term results of two studies on developmental education reforms and how colleges and systems have changed their policies and practices in response to the findings.

2023-10-31T14:17:31-04:00October 31, 2023|Tags: , , , |

Multiple Measures Assessment in a Corequisite Remediation Context

Both corequisite remediation and Multiple Measures Assessment (MMA) have been shown to get more students into college-level courses more quickly and to help students pass those courses. But what happens when colleges use corequisites and MMA together? A new CAPR study investigates how placement recommendations using high school GPA and other measures can improve student success in college-level courses.

2023-06-27T10:29:50-04:00June 27, 2023|Tags: , , , |

Exploring Informed Self-Placement

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.

2022-06-16T14:15:40-04:00June 16, 2022|Tags: |

Implementing and Scaling Multiple Measures Assessment in the Context of COVID-19

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.

2023-01-13T14:40:32-05:00January 19, 2021|Tags: |
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