Publications

This report from the Center for the Analysis for Postsecondary Readiness (CAPR) examines implementation of a multiple measures placement system at seven State University of New York community colleges and presents results on first-term impacts.

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 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.

This paper reports findings from a researcher-practitioner partnership that assessed the readiness for postsecondary reading and writing demands of 211 students in developmental reading and English courses in two community colleges.

This practitioner packet summarizes CCRC’s research on remedial placement at community colleges and considers how including students’ high school transcript information in the assignment process could improve placement accuracy.

This publication presents findings on the costs of remedial placement testing at three colleges, and it provides guidance on how other colleges could undertake similar analyses.

This brief examines changes in entry-level college math enrollment and completion rates in Virginia's community colleges after the introduction of a new math placement test and placement policy.

Using detailed data from three community colleges, the authors of this study employ the ingredients method to estimate the costs to colleges and students of remedial placement systems at community college.

This paper uses administrative data and a rich predictive model to examine the accuracy of remedial screening tests, used either with or instead of high school transcript data to determine remedial assignment.

This journal article examines the impact of acceleration on access, performance, credit accumulation, and degree attainment at CUNY.