This report shows differences in similarly prepared students taking developmental math.
This brief from Phase Two Advisory shares approaches taken by colleges around the U.S., to understand how self-placement can support ongoing, focused efforts to increase equity. We hope colleges will use these strategies to design their own self-placement systems with equity at the center.
This report illustrates that for students near the margin of college readiness, direct placement into college-level courses without corequisite support may result in similar outcomes as placement into corequisite courses.
This paper shows how San Diego Mesa College set out to eliminate the developmental English pipeline to allow students to self-place into the gateway course or the gateway course with support, whichever they deem appropriate.
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