[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-583137-105":59,"doc-detail-583137-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","research-brief-strategies-for-scaling-multiple-measures-assessment-lessons-from-arkansas-february-2025","Research Brief - Strategies for Scaling Multiple Measures Assessment - Lessons from Arkansas - February 2025","","Multiple Measures Assessment (MMA) is presented as an alternative to standardized-test-only placement systems that often cause costly misplacements, especially for historically marginalized students. The brief explains why colleges and researchers are shifting to MMA, how evidence suggests improved enrollment and completion of college-level courses, and how COVID-19 accelerated adoption. It then details MMA implementation in Arkansas’s decentralized governance model and outlines five scaling strategies.",{"@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/research-brief-strategies-for-scaling-multiple-measures-assessment-lessons-from-arkansas-february-2025/583137/",{"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/research-brief-strategies-for-scaling-multiple-measures-assessment-lessons-from-arkansas-february-2025/583137.png","ImageObject",300,407,{"name":92,"@type":93},"\tJames","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why do colleges move beyond standardized-test-only placement?","Question",{"text":112,"@type":113},"Placement systems based solely on tests like ACCUPLACER can produce significant misplacements, sending students into prerequisite developmental education courses even when they could succeed in college-level classes. The brief emphasizes that misplacement is especially concerning for historically marginalized groups.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What evidence does the brief cite for MMA’s impact?",{"text":117,"@type":113},"Studies described in the brief report that MMA can increase enrollment in and completion of college-level courses. It also notes MMA can be more cost-effective for students and society, and that some states are creating policies that allow or require alternative placement measures.",{"name":119,"@type":110,"acceptedAnswer":120},"How does Arkansas support MMA adoption under its policy framework?",{"text":121,"@type":113},"Arkansas state code began allowing MMA in 2017. Colleges must report a college-readiness exam score for each student, while ADHE guidelines permit evidence-based criteria alongside or in place of traditional assessments. This flexibility supports tailored placement practices during and after the COVID-19 period.","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},583137,1792173064,{"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":24,"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","Research Brief \\ February 2025  \nStrategies for Scaling  \nMultiple Measures Assessment  \nLessons from Arkansas  \nHollie Daniels Sarica  \nCommunity colleges and other open-access postsecondary institutions face a critical challenge in accurately assessing incoming students’ skill levels and placing them into appropriate math and English courses. Traditionally, these institutions have relied on scores from standardized tests such as ACCUPLACER for placement decisions (Bailey et al., 2015) . While the landscape of placement and course options has changed over the last decade (Plancarte et al., 2024), singletest-based placement systems remain commonplace and fallible. Research has shown that these systems can lead to significant misplacements, often resulting in students being directed into prerequisite developmental education courses when they could have succeeded in collegelevel courses (Bailey et al., 2010; Belfield & Crosta, 2012; Clotfelter et al., 2015; Scott-Clayton, 2012; Scott-Clayton & Rodríguez, 2015) . Misplacement is particularly concerning for students from historically marginalized groups, who are disproportionately represented in developmental education (Bailey et al., 2010; Daugherty et al., 2021; Rodríguez et al., 2015) .  \nIn response to these issues, colleges and researchers have sought a more holistic understanding of students’ academic preparation and readiness for college through multiple measures assessment (MMA) . As the evidence base grows, many colleges are embracing MMA, which considers indicators of student performance such as high school GPA, coursetaking patterns, and noncognitive assessment results rather than standardized test scores alone (Bahr et al., 2014; Cullinan et al., 2018; Ganga & Mazzariello, 2019; Kopko et al., 2022; Plancarte et al., 2024) . Studies have demonstrated that MMA can lead to increased enrollment in and completion of college-level courses (Cullinan & Biedzio, 2021; Kopko et al., 2023; Ratledge, 2020; Staples, 2020), potentially reducing barriers for students who may struggle with standardized tests or who have  \nCAPR \\ Center for the Analysis of Postsecondary Readiness  \nbeen away from formal education for sometime. Increasingly, MMA is used to place students who are deemed in need of support into corequisite rather than prerequisite developmental courses, which raises important questions about the role of placement in an evolving developmental education reform landscape.  \nThe COVID-19 pandemic accelerated the adoption of MMA due to the impracticality of administering in-person standardized tests. In 2023, nearly three-quarters of broad-access colleges were using some form of MMA (Plancarte et al., 2024) . The shift to MMA has shown promise: MMA can not only improve access to and success in college-level courses but also be more cost-effective for both students and society (Kopko et al., 2023; Kopko et al., 2024) . Further, several states have enacted legislation allowing for or requiring the use of alternative measures for student placement, which suggests a growing recognition of MMA’s potential benefits.  \nThis brief focuses on MMA implementation in the state of Arkansas, where a decentralized governance model grants colleges considerable autonomy in determining their assessment and placement policies. In 2017, Arkansas state code began to allow for the use of MMA, though adoption was slow initially. Under this policy, Arkansas colleges must report a collegereadiness exam score for each student, but the Arkansas Division of Higher Education (ADHE) guidelines permit the use of any evidence-based criteria alongside or in place of traditional assessments (ADHE, 2017) . This flexibility, which was in place during the COVID-19 pandemic and is still in place today, allows colleges to design and implement placement practices tailored to their specific contexts and student populations.  \nDespite strong evidence supporting MMA, challenges remain for its widespread adoption. Some ","cbCaigaTPJtnShcL","https://ap.wps.com/l/cbCaigaTPJtnShcL","pdf",1125406,14,"English","# MMA Adoption in Arkansas\n## Implementation context and governance in Arkansas\n## Challenges and faculty/staff concerns\n## Five state-focused strategies for scaling MMA\n## Resources and research toolkit","[{\"question\":\"Why do colleges move beyond standardized-test-only placement?\",\"answer\":\"Placement systems based solely on tests like ACCUPLACER can produce significant misplacements, sending students into prerequisite developmental education courses even when they could succeed in college-level classes. The brief emphasizes that misplacement is especially concerning for historically marginalized groups.\"},{\"question\":\"What evidence does the brief cite for MMA’s impact?\",\"answer\":\"Studies described in the brief report that MMA can increase enrollment in and completion of college-level courses. It also notes MMA can be more cost-effective for students and society, and that some states are creating policies that allow or require alternative placement measures.\"},{\"question\":\"How does Arkansas support MMA adoption under its policy framework?\",\"answer\":\"Arkansas state code began allowing MMA in 2017. Colleges must report a college-readiness exam score for each student, while ADHE guidelines permit evidence-based criteria alongside or in place of traditional assessments. This flexibility supports tailored placement practices during and after the COVID-19 period.\"}]","Research Brief - Strategies for Scaling Multiple Measures Assessment - Lessons from Arkansas - February 2025 | PDF",1792045981,35]