Publications

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.

This fact sheet describes how traditional developmental education may have unintended consequences for students and the growing body of research evidence on promising reforms.

This brief discusses how community college systems in four states—Indiana, Virginia, Texas, and Washington—supported large-scale changes to student placement practices in reaction to challenges associated with the COVID pandemic.

This paper examines the equity implications of existing reforms to developmental math and explores the potential of more targeted reforms to address factors such as stereotype threat, math anxiety, instructor bias, and tracking.