Informed Self-Placement Today: An Exploratory Study of Student Outcomes and Placement Practices
This CAPR brief provides a taxonomy of various informed self-placement (ISP) systems, shares descriptive data from three colleges using ISP, and identifies important equity and access considerations for implementation.
Improving College Success for Students in Corequisite Reading
Using administrative data, this report examines early college outcomes of students placed into corequisite reading courses at the 13 community colleges in the Tennessee Board of Regents system.
The Effects of Corequisite Remediation: Evidence From a Statewide Reform in Tennessee
This paper provides the first causal evidence on a system-wide corequisite reform, using data from all 13 community colleges affiliated with the Tennessee Board of Regents.
How Lesson Study Facilitated the Adoption of New Teaching Practices in a Community College Quantitative Reasoning Course
This article describes how lesson study—a structured, collaborative professional development intervention—encouraged developmental mathematics faculty at three community colleges to implement new approaches to instruction.
Lessons From Two Experimental Studies of Multiple Measures Assessment
This CAPR brief describes two recent experimental studies of multiple measures assessment, in which colleges use measures beyond placement test scores to determine students’ college readiness.