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.
Developmental Education Reform as a Civil Rights Agenda: Recent History & Future Directions for California
This paper describes research that prompted developmental education reform, explores efforts in California that led to the passing of A.B. 705, summarizes research on its implementation and outcomes, and discusses the implications of this research for improving postsecondary access and success.
Access to Success: Insights for Implementing a Multiple Measures Assessment System
This CAPR report highlights the roles of key actors and of state context and policy in the implementation of multiple measures assessment (MMA) at 12 two- and four-year colleges in Arkansas and Texas. It also discusses costs and describes challenges, such as obtaining staff buy-in, managing student data, and ensuring sufficient staffing.
The Long-Term Effects of Multiple Measures Assessment at SUNY Community Colleges
This CAPR brief describes findings and implications of an evaluation study of multiple measures assessment (MMA); it focuses on results among students whose placements changed (or would have changed) under MMA.
Lessons from the Dana Center’s Corequisite Research Design Collaborative Study
Based on interview, focus group, observational, and student survey data, this CAPR brief presents findings on the design and implementation of corequisite developmental courses at four colleges, and it highlights lessons for other colleges.