Bringing Equity Into College Placement Reforms
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.
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.
CAPR 2.0: The Next Generation of Developmental Education Reform and Research
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.
Students Are Ready. We Need to Recognize It.
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.
California’s AB 705 Narrowed Equity Gaps in Gateway Math and English, but There’s More Work to Do
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'.
Barriers to Scaling Up Corequisite Classes and Multiple Measures Assessment
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.
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.
SUNY Colleges Are Using Homegrown Multiple Measures Systems to Place Students During 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.
Video: The Evolution of Multiple Measures Placement at CAPR Study 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.