Publications

This report examines why some students still struggle in reformed developmental education contexts, considers strategies for improving their experiences and outcomes, and reports on innovations under development at four community colleges participating in a Community of Practice.

Drawing on 107 sources, this paper discusses the backgrounds and experiences of students and instructors in adult education ESL programs as well as institutional practices, curriculum and pedagogy, and policy contexts relevant to the programs.

This report describes how placement processes, departmental structures, ESL course sequences, and instructional models at five CUNY community colleges shape learners’ access to and experiences in corequisite or standalone college-level English courses.

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.

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.

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.

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.

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.

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.

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.