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Across both studies, outcomes improve versus status quo test-only placement, with higher enrollment and completion for students “bumped up” into college-level courses.",{"@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 & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/lessons-from-two-experimental-studies-of-multiple-measures-assessment-research-brief-january-2022/582719/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/lessons-from-two-experimental-studies-of-multiple-measures-assessment-research-brief-january-2022/582719.png","ImageObject",300,407,{"name":42,"@type":43},"Mia  ","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",5,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What problem do the studies address about placement testing?","Question",{"text":63,"@type":64},"Using only standardized placement test scores to assign students to developmental coursework is inadequate, since many students may be unnecessarily placed into courses that delay entry into college-level work and do not earn credential credit.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How does multiple measures assessment (MMA) change course placement?",{"text":68,"@type":64},"MMA uses high school GPA and additional measures along with placement test scores to decide whether students should take developmental or college-level math and English, based on either predictive algorithms or ordered decision rules.",{"name":70,"@type":61,"acceptedAnswer":71},"What are the main outcomes of MMA compared with status quo placement?",{"text":72,"@type":64},"Results from both studies indicate that student outcomes improve under MMA. Students “bumped up” to college-level courses show increased enrollment and completion, with benefits of roughly 10 percentage points in both studies and subjects after three semesters.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},582719,1792980214,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":55,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":33,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":123,"preview_page_count":4},687207024478,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Research Brief \\ January 2022  \nLessons From Two Experimental Studies of Multiple Measures Assessment  \nDan Cullinan and Elizabeth Kopko  \nResearch suggests that using only standardized placement test scores to determine which new college students should take developmental coursework is inadequate, as many students may be unnecessarily assigned to developmental courses. These courses generally take one or more semesters to complete, delaying entry into collegelevel coursework, and students earn no credit toward a credential for completing them. MDRC and the Community College Research Center recently completed two experimental studies of multiple measures assessment (MMA), in which colleges use high school GPA and other measures in addition to placement test scores to assign incoming students to either developmental or college-level courses in math and English. Overall, results from both studies indicate that student outcomes improve under MMA as compared to status quo placement based on test scores alone. In this brief, we explain what we have learned from these studies.  \nThe Studies  \nThe first study, funded by the Institute of Education Sciences through the Center for the Analysis of Postsecondary Readiness, was conducted at seven community colleges from the State University of New York (SUNY) system. The second, funded by Ascendium Education Group, took place at four Minnesota community colleges and one Wisconsin community college. The aim of both studies was to learn whether MMA yields placement determinations that lead to better student outcomes than a system based solely on placement test scores.  \nCAPR \\ Center for the Analysis of Postsecondary Readiness  \nBoth studies employed randomized controlled trial designs to determine the causal impact of MMA on student outcomes. Incoming students were randomly assigned to oneof two groups: One received MMA placement and the other received the existing test-based placement. Students in both studies were tracked for at least three terms. The main difference between the two studies was the type of MMA model implemented at the participating colleges.  \nIn New York, SUNY colleges used algorithms (one for math and one for English) that took several factors into consideration before placing students into developmental or college-level courses: performance on a standardized test, high school GPA, and years since high school graduation. Each college used data on their former students to develop the algorithms by weighting the measures according to how well they predicted success in college-level math and English courses. Faculty at each college then chose cutoff points on these predictive algorithms to assign students to either developmental or college-level math and English courses. The algorithms “bumped up” some students into college-level courses who would have been assigned to developmental courses under the status quo system; it also “bumped down” a smaller number of students from college-level courses into developmental courses.  \nIn Minnesota and Wisconsin, participating colleges developed a set of decision rules in which each of several measures were considered in a specific order to determine which courses students were eligible to take. Typically, colleges first considered waivers to identify students who would be exempt from consideration of other measures. Then results from placement tests, high school GPA, and noncognitive assessments were considered. In some cases, a system of“decision bands” was used so that students who earned test scores within a certain range would be evaluated using other measures. Unlike in the SUNY study, the colleges in the Minnesota and Wisconsin study set the rules so that no student received a lower placement than they otherwise would have under the status quo system (i.e., they could never be “bumped down”) .  \nMajor Takeaways  \nStudents bumped up by MMA are more likely to complete college-level courses. Results from both studies indicate tha","cbCaihJPTbKivbhN","https://ap.wps.com/l/cbCaihJPTbKivbhN","pdf",216653,"English","# The Studies\n## Randomized controlled trial design\n## MMA models used in SUNY, Minnesota, and Wisconsin\n# Major Takeaways\n## Effects on enrollment and completion\n## Patterns across subgroups\n# Students in the Bump-Up Zone\n## Rates and comparative outcomes","[{\"question\":\"What problem do the studies address about placement testing?\",\"answer\":\"Using only standardized placement test scores to assign students to developmental coursework is inadequate, since many students may be unnecessarily placed into courses that delay entry into college-level work and do not earn credential credit.\"},{\"question\":\"How does multiple measures assessment (MMA) change course placement?\",\"answer\":\"MMA uses high school GPA and additional measures along with placement test scores to decide whether students should take developmental or college-level math and English, based on either predictive algorithms or ordered decision rules.\"},{\"question\":\"What are the main outcomes of MMA compared with status quo placement?\",\"answer\":\"Results from both studies indicate that student outcomes improve under MMA. Students “bumped up” to college-level courses show increased enrollment and completion, with benefits of roughly 10 percentage points in both studies and subjects after three semesters.\"}]","Lessons From Two Experimental Studies of Multiple Measures Assessment - Research Brief - January 2022 | PDF",1792044273]