Publications

This report describes the early findings of a random assignment evaluation and implementation study of CUNY Start by CCRC, MDRC, and the City University of New York.

Drawing on lessons from 10 Minnesota and Wisconsin colleges that piloted multiple measures systems for placing students into developmental and college-level courses, this guide provides recommendations for other colleges interested in implementing or testing their own multiple measures systems.

This chapter discusses the importance of scrutinizing the outcomes of developmental education reforms across race/ethnicity, socioeconomic status, gender, and level of developmental need.

In this article, the authors posit that a reframing of academic preparedness is warranted, and they outline three potential strategies for addressing academic underpreparedness beyond the structural and curricular reforms to developmental education taking place in many colleges.

This chapter in Higher Education: Handbook of Theory and Research reviews the structure and effectiveness of traditional developmental education and provides a history of first-, second-, and third-wave reforms and research on those approaches.

This ECS/CAPR brief discusses the importance of and challenges surrounding developmental education and suggests ways in which policymakers can address these challenges.

This article examines a study on the effectiveness of remediation for community college students who are identified as having the lowest skills in math using transcript data from a state community college system.

This CAPR working paper provides an overview of the history of college placement testing, with a focus on nonselective colleges. The authors discuss the limitations of placement tests, the consequences of placement errors, and the movement toward changing systems of placement; a typology of approaches to assessment and placement is also described.

Using interview, focus group, and case study data, this paper documents the perceptions and experiences of faculty members in the midst of statewide reform efforts in Virginia and North Carolina to integrate developmental reading and writing courses.

Using site visit data from three community colleges and four high schools, this paper explores how the institutional context of the high schools compared with that of the colleges in ways that may have affected the implementation and efficacy of computer-mediated mathematics.