Publications

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.

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.

In a review of impact and implementation studies from the past ten years, this CAPR report summarizes what is known about how innovations to developmental education can improve student outcomes, and it draws out five principles that are key for reform.

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.

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.

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.

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.

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.

This report describes findings from a random assignment study examining the implementation, cost, and efficacy of multiple measures assessments for placing students into college-level or developmental courses.

This report describes a project undertaken by CCRC, Education Northwest, and three Oregon community colleges to adapt lesson study for use among faculty teaching a precollege (developmental) quantitative literacy course.