Student Experiences in Corequisite Courses at CUNY
This CAPR brief provides an overview of corequisite course models at three CUNY colleges and, using student focus group data, describes three factors that improved students’ experiences with corequisites and three factors that presented challenges for students.
“Waiving” Goodbye to Placement Testing: Broadening the Benefits of Dual Enrollment Through Statewide Policy
Using interview data from program leaders and statewide student data, this paper examines the implementation and estimates the effects of Ohio’s Innovative Programs, a policy aimed at expanding access to dual enrollment for underserved high school students.
The Long-Term Effectiveness of Multiple Measures Assessment: Evidence From a Randomized Controlled Trial
Using nine terms of outcomes data, this CAPR working paper presents findings from an impact study on multiple measures assessment at seven State University of New York (SUNY) community colleges.
Strategies for Scaling Multiple Measures Assessment: Lessons from Arkansas
Informed by a recent project to scale MMA throughout the state of Arkansas, this CAPR brief describes the state’s policy context, summarizes adoption efforts, and presents five strategies for other states that want to scale assessment reform.
Lessons on Scaling Corequisites: The City University of New York’s Transition From Prerequisite to Corequisite Academic Support
This CAPR report draws on interview data with faculty and staff to examine how seven City University of New York colleges transitioned to fully scaled corequisite courses in English and math and the implications of their choices for early implementation.