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Based on implementation interviews and cost analysis with colleges in Arkansas and Texas, it identifies roles of key actors, state policy influences, implementation challenges, and costs by personnel category.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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System  \nElizabeth Kopko, Hollie Daniels, Dan Cullinan, Hanna Nichols, Ellen Wasserman, and Sarahi Hernandez  \nReport  March 2024  \nAccess to Success  \nInsights for Implementing a Multiple Measures Assessment System  \nElizabeth Kopko, CCRCHollie Daniels, CCRC Dan Cullinan, MDRC Hanna Nichols, CCRC Ellen Wasserman, CCRC Sarahi Hernandez, CCRC  \nAcknowledgments  \nCAPR is a partnership of research scholars that is led by the Community College Research Center (CCRC), Teachers College, Columbia University, and by MDRC, and is supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305C140007 and Grant R305U200010 to Teachers College, Columbia University. Funding for this project was provided by Ascendium Education Group. The opinions expressed herein are those of the authors and do not represent the views of the Institute, the U.S. Department of Education, or Ascendium.  \nFor more information about CAPR, [visit](visit postsecondaryreadiness.org)[ postsecondaryreadiness.org](visit postsecondaryreadiness.org).  \nWe would like to thank the staff at the Arkansas Division of Higher Education, Arkansas Community Colleges, and the Texas Higher Education Coordinating Board, as well as the faculty, staff, and administrators at the Arkansas and Texas study colleges that partnered with us for implementation interviews and the larger Ascendium Multiple Measures Assessment Project. We are also thankful to current and recent members of the research team from MDRC and the Community College Research Center, including Parker Cellura, Cindy Do, Tiffany Morton, Lena Novak, and Julia Raufman. Finally, we would like to thank Tom Brock, Nikki Edgecombe, Alex Mayer, Alyssa Ratledge, and Jillian Verrillo for their helpful feedback during review. Jillian Verrillo edited the report and Carolyn Thomas prepared it for publication.  \nCopyright © 2024 by CAPR. All rights reserved.  \nOverview  \nThe traditional method of assessing college readiness for incoming college students—using standardized tests like Accuplacer, SAT, or ACT—has been criticized because it may lead to misplacements, especially among students who could succeed in collegelevel courses but are directed into developmental education based solely on their test scores. The consequences of misplacements are particularly concerning because of the increased costs and time associated with participation in developmental education.  \nA growing body of research advocates multiple measures assessment (MMA) as an alternative to traditional placement systems. MMA uses alternative performance indicators—including high school GPA and other transcript information—to more accurately predict whether students can be successful in college-level courses. Center for the Analysis of Postsecondary Readiness (CAPR) researchers from the Community College Research Center and MDRC sought to assist colleges and states nationwide with the adoption and implementation of MMA practices. As part of these efforts, CAPR initiated the Expanding the Adoption of Multiple Measures Assessment and Building the Research Base study, which involved working intensively with colleges in Arkansas and Texas to improve their ability to adopt and expand MMA placement systems.  \nThe findings in this report are derived from implementation interviews with institutional leaders, administrators, faculty members, and advisors from 12 two- and four-year colleges in Arkansas and Texas. The report highlights the roles of key actors in the adoption of MMA and the important role that state context and policies played in implementation. It also reveals the challenges that colleges had to overcome during implementation, such as obtaining staff buy-in, managing student data, and ensuring sufficient staffing. The study’s implementation interviews and cost analysis were driven by three research questions:  \n1. What is the desi","cbCaitRT35uRYITt","https://ap.wps.com/l/cbCaitRT35uRYITt","pdf",1268683,52,"English","# Executive Summary\n## Introduction\n## Background\n## Study Design\n## Approaches to Multiple Measures Assessment\n## Multiple Measures Assessment Implementation Actors\n## Factors that Influenced Multiple Measures Assessment Implementation\n## Cost Considerations for Multiple Measures Assessment Implementation\n## Conclusion\n# References\n# Exhibits","[{\"question\":\"Why does the report critique traditional college-readiness assessment systems?\",\"answer\":\"Traditional systems rely on standardized tests and can lead to misplacements, especially for students who may succeed in college-level courses but are directed into developmental education based on test scores.\"},{\"question\":\"How does multiple measures assessment (MMA) aim to improve placement decisions?\",\"answer\":\"MMA uses alternative performance indicators such as high school GPA and other transcript information to more accurately predict students’ ability to succeed in college-level courses.\"},{\"question\":\"What implementation factors and challenges does the report highlight?\",\"answer\":\"The report emphasizes the roles of key actors and the influence of state context and policies, and it describes challenges such as obtaining staff buy-in, managing student data, and ensuring sufficient staffing.\"}]","Access to Success - Insights for Implementing a Multiple Measures Assessment System | PDF",1792045115,131]