In an episode of MDRC's Evidence First podcast, Elisabeth Barnett and Dan Cullinan discuss findings from two MDRC/CCRC studies on the use of multiple measures to place students into developmental or 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.
Rose Asera, a researcher/evaluator who works with the RP Group, traces the history of developmental education reform in California from the early 2000s to the present day.
Di Xu, an assistant professor at the University of California, Irvine, discusses her recent study on how outcomes differ for lower and higher level developmental students, and what colleges are doing to improve developmental education outcomes.
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.