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In fall 2024, MDRC partnered with the Texas Higher Education Coordinating Board to evaluate MMA placement policies at two colleges. Compared with test-only placement, MMA increased first-semester college-level math completion by 1.9 percentage points, showed no discernable effect on college-level English completion, and produced a positive 0.4-credit effect. Findings inform possible statewide placement-policy changes.",{"@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/placement-matters-evaluating-multiple-measures-assessment-in-the-texas-corequisite-context-march-2026/586333/",{"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/placement-matters-evaluating-multiple-measures-assessment-in-the-texas-corequisite-context-march-2026/586333.png","ImageObject",300,407,{"name":92,"@type":93},"Quinn Holloway","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-07","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why does Texas need alternatives to test-only placement?","Question",{"text":112,"@type":113},"More than 60% of fall 2023 entrants were deemed not college-ready in math, reading, or writing, and evidence suggests test-only systems can misclassify students who may succeed in college-level coursework.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the MMA evaluation conducted in this report?",{"text":117,"@type":113},"MDRC partnered with the Texas Higher Education Coordinating Board during the fall 2024 semester to evaluate MMA placement policies at two Texas community colleges, designed to inform statewide placement-policy changes.",{"name":119,"@type":110,"acceptedAnswer":120},"What were the main outcome results for math, English, and credits?",{"text":121,"@type":113},"Using MMA increased first-semester college-level math completion by 1.9 percentage points, had no discernable effect on college-level English completion, and showed a statistically significant positive effect of 0.4 credits as an early indicator of degree progress.","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},586333,1792165808,{"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":44,"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},2336474466712,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","PLACEMENT MATTERS  \nEvaluating Multiple Measures Assessment in the Texas Corequisite Context  \nDan Cullinan Lena Novak Liam Tsao Gilda Azurdia Sukanya Barman  \nMarch 2026  \nPlacement Matters  \nEvaluating Multiple Measures Assessment in the Texas Corequisite Context  \nDan Cullinan, Lena Novak, Liam Tsao, Gilda Azurdia, and Sukanya Barman  \nMARCH 2026  \nThe Texas Multiple Measures Assessment Randomized Controlled Trial study and this report were supported by Arnold Ventures.  \nThe following organizations support dissemination of MDRC publications and our efforts to communicate with policymakers, practitioners, and others: Arnold Ventures, Ascendium Education Group, Yield Giving/MacKenzie Scott, and earnings from the MDRC Endowment. Contributors to the MDRC Endowment include Alcoa Foundation, The Ambrose Monell Foundation, Anheuser-Busch Foundation, Bristol-Myers Squibb Foundation, Charles Stewart Mott Foundation, Ford Foundation, The George Gund Foundation, The Grable Foundation, The Lizabethand Frank Newman Charitable Foundation, The New York Times Company Foundation, Jan Nicholson, Paul H. O’Neill Charitable Foundation, John S. Reed, Sandler Foundation, and The Stupski Family Fund, as well as other individual contributors.  \nThe findings and conclusions in this report do not necessarily represent the official positions or policies of the funders.  \nFor information about MDRC and copies of our publications, [see our website: www.mdrc.org](see our website: www.mdrc.org).  \nCopyright © 2026 by MDRC®. All rights reserved.  \nOVERVIEW  \nIn the fall of 2023, Texas’ community colleges enrolled over 676,000 students, an increase of  \n4 percent since 2021 and a return to prepandemic levels. These enrollment numbers suggest that many students in the state still view community college as a pathway to greater educational and economic opportunities after the pandemic. However, over 60 percent of students enrolling in a Texas community college in fall 2023 were deemed not college-ready in math, reading, or writing. This statistic raises two important questions: (1) How can Texas colleges best identify students who are college-ready and (2) how can they best serve students who are not?  \nCurrently, many incoming college students in Texas are placed into college-level coursework based only on their scores on the Texas Success Initiative Assessment 2. 0, a statewide standardized test. However, evidence suggests that test-only placement systems can mistakenly assess substantial numbers of students as “not college-ready”; in other words, they may not reflect a student’s true ability to succeed in college-level coursework. In recent years, multiple measures assessment (MMA) has emerged as a promising alternative. MMA is a placement method that relies on more than one indicator—such as cumulative high school grade point average, highschool course-taking patterns, or standardized test scores—to assess a student’s college readiness. Previous studies suggest that MMA, when used to allow more students to take college-level courses, can increase course completion and credit accumulation in college.  \nDuring the fall 2024 semester, MDRC partnered with the Texas Higher Education Coordinating Board to conduct a rigorous evaluation of MMA placement policies at two community colleges in the state. This study was designed to provide evidence on the effectiveness of MMA in Texas community colleges, with the potential to inform changes to statewide placement policies. Most past research on MMA was conducted under a prerequisite developmental education system, which required students to complete one or more non-credit-bearing courses before enrolling in college-level coursework. As of 2025, however, Texas and at least 28 other states have shifted to a corequisite model, in which students enroll in a college-level course and receive related academic support at the same time. Findings from this study will help assess the effectiveness of MMA placement policies in ","cbCais5SWiqnIzC7","https://ap.wps.com/l/cbCais5SWiqnIzC7","pdf",3012686,72,"English","# Overview\n## Texas placement and college readiness challenges\n## Multiple measures assessment approach\n## Evaluation design and corequisite context\n# Key Findings and Implications\n## Effects on math completion\n## Effects on English completion\n## Credit accumulation and early progress\n# Contents\n## Introduction\n## About the Evaluation\n## Effects of MMA Placement Practices on College-Level Courses\n## Key Findings and Conclusion\n## Main Takeaways and Policy Implications\n## Concurrent and Future Research\n# Appendix and References\n## Experimental validity and subgroup analyses\n## Placement and adviser training processes\n## References","[{\"question\":\"Why does Texas need alternatives to test-only placement?\",\"answer\":\"More than 60% of fall 2023 entrants were deemed not college-ready in math, reading, or writing, and evidence suggests test-only systems can misclassify students who may succeed in college-level coursework.\"},{\"question\":\"How was the MMA evaluation conducted in this report?\",\"answer\":\"MDRC partnered with the Texas Higher Education Coordinating Board during the fall 2024 semester to evaluate MMA placement policies at two Texas community colleges, designed to inform statewide placement-policy changes.\"},{\"question\":\"What were the main outcome results for math, English, and credits?\",\"answer\":\"Using MMA increased first-semester college-level math completion by 1.9 percentage points, had no discernable effect on college-level English completion, and showed a statistically significant positive effect of 0.4 credits as an early indicator of degree progress.\"}]","Placement Matters - Evaluating Multiple Measures Assessment in the Texas Corequisite Context - March 2026 | PDF",1792057612,181]