Policy Report
Modernizing College Course Placement by Using Multiple Measures
This report, released in collaboration with the Center for the Analysis of Postsecondary Readiness, defines types of multiple measures placement systems, reviews research on how they can improve placement accuracy and help more students pass entry-level math and English courses, reveals which states use these systems and includes policy considerations.
April 1, 2019
Amy Mazzariello, Elizabeth Ganga
Tags:
Accurate Placement, 2. Enroll in college-level math and English., Transfer and Course Applicability

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Policy Report
Implementing and Scaling Multiple Measures Assessment in the Context of COVID-19
January 20, 2021
Elizabeth Kopko, Elizabeth Zachry Rutschow, Erika B. Lewy, Julia Raufman, Susan Bickerstaff
When colleges overwhelmingly moved to remote learning and work in 2020 due to the COVID-19 pandemic, the capacity to run proctored placement tests was significantly reduced. The Center for the Analysis of Postsecondary Readiness examined how four states — Indiana, Virginia, Texas, and Washington — took system-level actions to overcome the limitations of multiple measures assessment and find new ways to place students. By decreasing reliance on standardized assessments, state systems can help institutions to reduce disparities in student outcomes and improve student success.
Policy Report
Hitting Their Stride: The Next Chapter of Developmental Education Reform
July 14, 2020
Gates Bryant
This is the second iteration of an annual study done in collaboration with the Strong Start to Finish Network, through funding from the Bill & Melinda Gates Foundation, to uncover how the adoption of new policies and practices has reduced the amount of time students have spent in developmental education courses. The findings within this iteration seek to understand the trends and advancements made by institutions, practitioners and providers in the space along the spectrum of policy innovation. Specifically, we see the developmental education reform movement at a tipping point as the field shifts from adopting policy to implementation at scale of new practices.
Policy Report
Momentum at Scale: Menu of Services
June 25, 2020
Christopher M. Mullin, Molly Sarubbi
Strong Start to finish supports change at scale by incubating the development and promoting the dissemination of actionable, evidence-based policy and practice about student entry to and success in their initial year of college to bring equity to education. The SSTF Solutions Network depends on the cooperation and support of nationally recognized education organizations and university-based institutes. The network utilizes 2020’s Core Principles for Transforming Remediation within a Comprehensive Student Success Strategy as its principle document to frame the mission of the network, as well as the resources and services to be provided. The purpose of this menu is to be a guide for intermediaries to articulate the most pressing needs and desired outcomes related to developmental education reform at their institutions.
Recent Resources
Visit Resource LibraryPeople in the Reform
People in the Reform: Dr. Aisha Lowe
January 22, 2021
Alison Kadlec, Ashmi Patel
Dr. Aisha Lowe, Vice Chancellor of Educational Services and Support for the California Community Colleges, encourages educators to envision ideal and equitable systems, and to then figure out what needs to be dismantled in order to bring that vision to life.
Policy Report
Implementing and Scaling Multiple Measures Assessment in the Context of COVID-19
January 20, 2021
Elizabeth Kopko, Elizabeth Zachry Rutschow, Erika B. Lewy, Julia Raufman, Susan Bickerstaff
When colleges overwhelmingly moved to remote learning and work in 2020 due to the COVID-19 pandemic, the capacity to run proctored placement tests was significantly reduced. The Center for the Analysis of Postsecondary Readiness examined how four states — Indiana, Virginia, Texas, and Washington — took system-level actions to overcome the limitations of multiple measures assessment and find new ways to place students. By decreasing reliance on standardized assessments, state systems can help institutions to reduce disparities in student outcomes and improve student success.
Points of Interest
Deficit Language in Course Descriptions
December 2, 2020
Vanessa Keadle
This Points of Interest shows that deficit-based language is commonly used in course descriptions at SSTF Scaling Sites.