A recent study shows that using multiple measures to decide whether students belong in remedial coursework, as opposed to standard placement exams, results in more students taking and succeeding in college-level English and math courses.

The findings are outlined in a new brief and working paper released by the Center for the Analysis of Postsecondary Readiness, a research center focused on developmental education reforms. The center was created by the Community College Research Center at Columbia University’s Teachers College and MDRC, an education and social policy research organization.....

.....The study tracked students’ academic outcomes for nine terms after their placement tests, through spring 2021, including their enrollment and completion rates in college-level English and math courses and attainment of college-level credit. The data were disaggregated by race and ethnicity, gender, and whether students received Pell Grants, federal financial aid for low-income students. Researchers also took an extra-close look at students who would have had a different placement had they not been assessed using multiple measures.....

.....Students assessed using multiple measures were placed and enrolled in college-level English and math courses at markedly higher rates than their peers who went through the usual placement process. These students were 18 percent more likely to be placed in college-level math and 73 percent more likely to be placed in college-level English. These students also had higher completion rates, earning at least a passing grade, in English courses across all nine terms, according to the working paper.....

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