Who Should Take College-Level Courses? Impact Findings From an Evaluation of a Multiple Measures Assessment Strategy
This report describes impact findings from an evaluation of multiple measures assessment and placement at seven State University of New York (SUNY) community colleges.
How Can We Improve Teaching in Higher Education? Learning From CUNY Start
This paper describes the professional development model used in CUNY Start, a program developed at the City University of New York to support entering students identified as academically underprepared in literacy and mathematics.
A Top-Down/Bottom-Up Approach to Statewide Change: Mathematics Pathways to Completion
This report examines the efforts of six state higher education systems to improve student outcomes and close opportunity gaps in mathematics as part of a three-year project led by the Charles A. Dana Center at The University of Texas at Austin.
Expanding Access to College-Level Courses
This study uses a randomized controlled trial to evaluate the efficacy of multiple measures assessment programs at five colleges in Minnesota and Wisconsin and also examines the implementation and cost of the programs.
Gaining Ground: Findings From the Dana Center Mathematics Pathways Impact Study
This CAPR report examines how four Texas community colleges implemented Dana Center Mathematics Pathways (DCMP) and the impact of DCMP on student outcomes over as many as four semesters. Costs of the initiative and student perspectives are also discussed.