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This report synthesizes findings from two studies comparing traditional test-only placement with multiple measures assessment (MMA) systems across 12 community colleges and 29,999 students. Results indicate placement systems generally agreed for most students, yielding little effect, while MMA improved outcomes for a specific “bump-up” group and showed potential drawbacks when developmental requirements were imposed.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/college-course-placement-based-on-multiple-measures-assessment-a-synthesis-of-two-experimental-evaluations/583045/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/college-course-placement-based-on-multiple-measures-assessment-a-synthesis-of-two-experimental-evaluations/583045.png","ImageObject",300,407,{"name":92,"@type":93},"\tJames","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-20","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why do community colleges use developmental courses, and what problem does the report address?","Question",{"text":112,"@type":113},"Many community college entrants are believed to be academically underprepared, so developmental courses are often required before college-level classes. The report addresses concerns that many students may be referred unnecessarily, wasting time and money that could go toward earning credentials.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How do multiple measures assessment (MMA) systems differ from test-only placement?",{"text":117,"@type":113},"Test-only placement relies primarily on standardized tests, while MMA systems also incorporate additional indicators of academic preparedness, such as high school GPA, to determine course placement.",{"name":119,"@type":110,"acceptedAnswer":120},"What were the key effects of MMA on student outcomes?",{"text":121,"@type":113},"For most students, test-only and MMA placement systems generally “agreed,” making assignment inconsequential. MMA improved performance for a “bump-up” group who could bypass a developmental course, while MMA showed negative impact when it required developmental coursework for students who would otherwise have been placed directly into college-level classes.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},583045,1792192364,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},2336474466412,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Report  December 2024  \nCollege Course Placement Based on Multiple Measures Assessment  \nA Synthesis of Two Experimental Evaluations  \nSophie Litschwartz, Dan Cullinan, and Colin Hill  \nReport  December 2024  \nCollege Course Placement Based on Multiple Measures Assessment  \nA Synthesis of Two Experimental Evaluations  \nSophie Litschwartz Dan Cullinan Colin Hill  \nCAPR \\ Center for the Analysis of Postsecondary Readiness  \nAcknowledgments  \nThe Center for the Analysis of Postsecondary Readiness (CAPR) 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 [postsecondaryreadiness.org](postsecondaryreadiness.org).  \nWe would like to thank the staff at the Minnesota State, Wisconsin Technical College, and State University of New York system offices, as well as the faculty, staff, and administrators at the Minnesota, Wisconsin, and New York study colleges that partnered with us for the randomized controlled trials and implementation research throughout the Multiple Measures Assessment Projects covered in this report. We are also thankful to members of the research team from the Community College Research Center and MDRC, including Elizabeth Kopko, Hollie Daniels Sarica, Parker Cellura, and Kalito Luna, and to Kayla Elliot for fact checking. Finally, we would like to thank Ginger Knox, Alex Mayer, Michael Weiss, Marjorie DorimeWilliams, and Alyssa Ratledge for their helpful feedback during review. Amy Perry edited thereport and Carolyn Thomas prepared it for publication.  \nCopyright © 2024 by CAPR. All rights reserved.  \nii  \nCollege Course Placement Based on Multiple Measures Assessment \\ December 2024  \nOverview  \nAround 40 percent of students who enter community college are thought to be academically underprepared for college-level coursework. Many community colleges require these students to complete noncredit developmental courses before taking college-level courses. While developmental courses may prepare some students for college-level work, research suggests that many students are being referred to these courses unnecessarily, resulting in a loss of time and money that could have been put toward earning a college credential.  \nHistorically, colleges have used standardized testing to determine whether a student is ready for college-level work or requires developmental courses first, but this method has been criticized as inaccurate. To obtain more accurate placements, nearly threequarters of colleges now use multiple measures assessment (MMA) systems. These systems typically do consider students’ scores on standardized tests, but they also incorporate additional measures of academic preparedness such as high school grade point average (GPA) .  \nThis report synthesizes findings from two studies that compare the effects of traditional test-only course placement to MMA course placement. These studies, conducted by the Center for the Analysis of Postsecondary Readiness (CAPR), involved 12 community colleges across three states (New York, Wisconsin, and Minnesota) and 29,999 students. Students were randomly assigned to either a test-only placement group or an MMA placement group, and their subsequent academic outcomes were compared.  \nThe main findings from this analysis are:  \n• For most students, the course placement systems “agreed,” so their placement system assignment was inconsequential. Although students were randomly assigned to either  \na test-only or an MMA placement group, and this assignment dic","cbCaifCDzGYQOsub","https://ap.wps.com/l/cbCaifCDzGYQOsub","pdf",2311045,61,"English","# Overview\n## Study design and scope\n## Main findings\n## Implications for course placement","[{\"question\":\"Why do community colleges use developmental courses, and what problem does the report address?\",\"answer\":\"Many community college entrants are believed to be academically underprepared, so developmental courses are often required before college-level classes. The report addresses concerns that many students may be referred unnecessarily, wasting time and money that could go toward earning credentials.\"},{\"question\":\"How do multiple measures assessment (MMA) systems differ from test-only placement?\",\"answer\":\"Test-only placement relies primarily on standardized tests, while MMA systems also incorporate additional indicators of academic preparedness, such as high school GPA, to determine course placement.\"},{\"question\":\"What were the key effects of MMA on student outcomes?\",\"answer\":\"For most students, test-only and MMA placement systems generally “agreed,” making assignment inconsequential. MMA improved performance for a “bump-up” group who could bypass a developmental course, while MMA showed negative impact when it required developmental coursework for students who would otherwise have been placed directly into college-level classes.\"}]","College Course Placement Based on Multiple Measures Assessment - A Synthesis of Two Experimental Evaluations | PDF",1792045488,154]