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This follow-up study uses a randomized controlled trial to examine whether algorithmic MMA placement at seven SUNY community colleges produces better outcomes than test-score-only placement over four and a half years. Nearly 13,000 students were assigned to business-as-usual or algorithmic MMA placement.",{"@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/the-long-term-effectiveness-of-multiple-measures-assessment-evidence-from-a-randomized-controlled-trial-capr-working-paper/582909/",{"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/the-long-term-effectiveness-of-multiple-measures-assessment-evidence-from-a-randomized-controlled-trial-capr-working-paper/582909.png","ImageObject",300,407,{"name":92,"@type":93},"Rhys","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-05","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is multiple measures assessment (MMA) and why is it used for placement?","Question",{"text":112,"@type":113},"MMA uses multiple indicators—often including high school GPA and other factors—rather than relying solely on standardized test scores. It aims to provide a more holistic view of students’ readiness for college-level math and English.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the study test the impact of algorithmic MMA placement?",{"text":117,"@type":113},"The study employs a randomized controlled trial comparing an algorithmic MMA placement group to a business-as-usual test-score-only placement group. Students were followed for outcomes up to four and a half years after randomization.",{"name":119,"@type":110,"acceptedAnswer":120},"What outcomes are improved by the MMA method, and what happens for bumped-up vs. bumped-down students?",{"text":121,"@type":113},"The MMA method improves access to and success in college-level courses. Lower English cut scores are associated with larger and longer lasting impacts, bumped-up students show substantially better outcomes, and bumped-down students show substantially worse outcomes.","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},582909,1792208905,{"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":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":62,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},687207024643,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","The Long-Term Effectiveness of Multiple Measures Assessment: Evidence From a Randomized Controlled Trial  \nA CAPR Working Paper  \nElizabeth Kopko  \nCCRC  \nHollie Daniels  \nCCRC  \nDan Cullinan  \nMDRC  \nOctober 2023  \nThe Center for the Analysis of Postsecondary Readiness (CAPR) is a partnership of research scholars led by the Community College Research Center, Teachers College, Columbia University, and MDRC. The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305C140007 to Teachers College, Columbia University. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education. For more information about CAPR, [visit](visit postsecondaryreadiness.org)[ ](visit postsecondaryreadiness.org)[postsecondaryreadiness.org](visit postsecondaryreadiness.org).  \nAbstract  \nMultiple measures assessment (MMA) has gained considerable momentum over the past decade as an alternative to traditional test-based procedures for placing incoming students into developmental or college-level coursework in math and English at broad-access colleges. Compared to standardized tests, which measure student performance at a single point in time, MMA (which often emphasizes high school GPA as a measure) provides a more holistic picture of students’ academic preparation. Despite positive impacts on student outcomes that have been found by recent research on MMA, questions remain about whether the positive effects of MMA are sustained over time. This study—a follow-up to prior research using the same sample of students—employs a randomized controlled trial to investigate whether algorithmic MMA placement used at seven State University of New York (SUNY) community colleges led to better student outcomes, for up to four and a half years after randomization, than a system based on test scores alone.  \nNearly 13,000 incoming students who arrived at the seven colleges in fall 2016, spring 2017, and fall 2017 took placement tests and were randomly assigned to be placed using either the status quo method (business-as-usual group) or the alternative, algorithmic MMA method (program group). Using this sample, we estimate the overall treatment effects on placement into, enrollment in, and completion of college-level math and English as well as effects on other outcomes. We conduct similar analyses on race/ethnicity, Pell recipient status, and gender subgroups. We also descriptively examine the proportion of program group students who were bumped up (i.e., their placement changed from a developmental course placement to a college-level course placement) and bumped down (i.e., their placement changed from a college-level course placement to a developmental course placement) by the MMA algorithm, and we perform a cost-effectiveness analysis.  \nWe find that the MMA method used at the colleges improved access to and success in college-level courses and that lower cut scores in English rather than math are associated with larger and longer lasting impacts on completion of college-level coursework. While MMA improved outcomes among student subgroups, it had little to no impact on gaps in outcomes between subgroups. We also find that bumped-up students had substantially better outcomes in both math and English, while bumped-down students had substantially worse outcomes. Our results suggest that increased access to college-level courses is the driving factor in the positive outcomes experienced by program group students and that placement into standalone developmental courses can have detrimental effects on student outcomes. In the discussion of the study’s results, we make recommendations for adopting MMA at colleges. Implemented together with other initiatives to support students, MMA can be a first step on the path to success for incoming students.  \nContents  \n1. Introduction 1  \n2. Background 5  \nLiterature Review 5  \nDescription of CAPR and","cbCaijQtOBhCfmqd","https://ap.wps.com/l/cbCaijQtOBhCfmqd","pdf",1463603,"English","# Introduction\n## Background\n## Literature Review\n## Description of CAPR and the CAPR–SUNY Partnership\n## Methodology\n## Study Design\n## Data and Measures\n## Sample and Summary Statistics\n## Analytic Approach\n## Results\n## Main Analyses\n## Bump-Zone Analyses\n## Subgroup Analyses\n## Cost-Effectiveness\n## Discussion\n## Summary and Implications of Findings\n## Recommendations\n## Conclusion\n## Appendix A. Supplementary Tables\n## Appendix B. Creation of the Multiple Measures System\n## Appendix C. Consort Flow Diagram\n## References","[{\"question\":\"What is multiple measures assessment (MMA) and why is it used for placement?\",\"answer\":\"MMA uses multiple indicators—often including high school GPA and other factors—rather than relying solely on standardized test scores. It aims to provide a more holistic view of students’ readiness for college-level math and English.\"},{\"question\":\"How does the study test the impact of algorithmic MMA placement?\",\"answer\":\"The study employs a randomized controlled trial comparing an algorithmic MMA placement group to a business-as-usual test-score-only placement group. Students were followed for outcomes up to four and a half years after randomization.\"},{\"question\":\"What outcomes are improved by the MMA method, and what happens for bumped-up vs. bumped-down students?\",\"answer\":\"The MMA method improves access to and success in college-level courses. Lower English cut scores are associated with larger and longer lasting impacts, bumped-up students show substantially better outcomes, and bumped-down students show substantially worse outcomes.\"}]","The Long-Term Effectiveness of Multiple Measures Assessment: Evidence From a Randomized Controlled Trial - CAPR Working Paper | PDF",1792044935,265]