Hollie Daniels Sarica is a research associate at CCRC. Her research interests include students’ college and career readiness, access, and success. She has a background in quantitative and qualitative research, studying multiple measures assessment (MMA) and developmental education reform, as well as accelerated credit attainment via dual enrollment, Advanced Placement, and International Baccalaureate courses.
At CCRC, Hollie works on a project examining the shift to English and math corequisites in Louisiana and the creation of science corequisites in Ohio aimed at improving student performance in gateway science courses and promoting degree advancement in science, technology, engineering, and mathematics.
Hollie contributed to the long-term follow-up of a randomized controlled trial of a multiple measures placement system among seven colleges in the State University of New York system and recently led an investigation into the use of federal Higher Education Emergency Relief funds during the COVID-19 pandemic. She also supported the scaling of MMA in Arkansas and Texas through the Center for the Analysis of Postsecondary Readiness, offering technical assistance and working with practitioners to study implementation.
As a doctoral student, Hollie worked with Florida State University’s Center for Postsecondary Success (CPS) studying developmental education reform and implementation in Florida. Prior to her role at CCRC, Hollie led qualitative data collection and analysis examining the statewide implementation of corequisite developmental education models in Texas for CPS.
Hollie holds a PhD in education policy and evaluation from Florida State University. She also earned her MEd in student personnel in higher education from the University of Florida and BS in interdisciplinary social sciences from Florida State University. Before transferring to Florida State University for her bachelor’s degree, Hollie earned her AA via dual enrollment from Chipola College, a rural community college in Florida.
