The Long-Term Effects of Multiple Measures Assessment at SUNY Community Colleges - October 2023 Research Brief

Oct 15, 2026

Uploaded by Rhys

Multiple measures assessment (MMA) is evaluated as an alternative to relying on standardized placement test scores for directing students into developmental or college-level math and English at SUNY community colleges. A randomized controlled trial assigned 12,796 students in fall 2016–fall 2017 to MMA algorithms versus test-based placement, then tracked outcomes for at least nine terms through spring 2021. Results show students placed into college-level courses via MMA were more likely to enroll and complete college-level classes, with findings examined across race/ethnicity, Pell status, and gender and supported by related cost analysis.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages14

Reading Time35 min

AccessFree to download

Study purpose and context

MMA approach and rationale

Trial design and sample

Random assignment and tracking period

Placement algorithm details

Measures, weighting, and cut points

Findings on long-term outcomes

Enrollment, completion, and subgroup results

Implications and cost considerations

Research Brief \ October 2023 The Long-Term Effects of Multiple Measures Assessment at SUNY Community Colleges Elizabeth Kopko and Hollie Daniels Multiple measures assessment (MMA) offers an alternative to strict reliance on standardized test scores for placing students into developmental or college-level math and English courses as they begin postsecondary education. MMA provides amore holistic picture of students’ academic preparation and strives to more accurately capture their readiness for college by relying on a broader set of measures, such as highschool GPA, that reflect effort and achievement over time. Depending on the design, MMA can contribute to student success by widening access to college-level courses. Despite concerns about allowing underprepared students to take college-level courses, research has found that multiple measures placement leads to increased enrollment in and completion of college-level courses. In fall 2016, researchers at the Center for the Analysis of Postsecondary Readiness (CAPR) launched a randomized controlled trial of MMA in community colleges in the State University of New York (SUNY) to learn whether MMA yields placement determinations that lead to better student outcomes than a system based on test scores alone. Between fall 2016 and fall 2017, 12,796 students were randomly assigned to receive MMA placement (program group students) orthe existing test-based placement (business-as-usual group students) at seven SUNY community colleges. In 2020, areport was released on students’ outcomes after three terms.1 CAPR then launched a follow-up study to estimate outcomes for a longer time period. In the follow-up study, discussed here and in an accompanying paper,2 student outcomes, including college- CAPR \ Center for the Analysis of Postsecondary Readiness level math and English enrollment and completion and college-level credit attainment, were tracked for at least nine terms from the time of testing, through spring 2021. The findings were disaggregated by race/ethnicity, Pell recipient status, and gender subgroups; a cost analysis of MMA was also conducted. The SUNY colleges we studied used an algorithmic system of MMA that weighted different measures (placement test scores, high school GPA, time since high school graduation, etc.) according to how well they predicted success in collegelevel math and English courses. While business-as-usual group students were placed using only ACCUPLACER test scores, program group students were placed using algorithms, one for math and one for English. Once these algorithms were developed, faculty at each college chose cut points for all algorithm scores that were used to place program group students into developmental or college-level math and English courses. In this study, the cut scores faculty chose were lower in English than in math, resulting in fewer program group students gaining access to college-level math, which influenced the effectiveness of MMA for the full sample. Our findings suggest that if more students had been granted access to college-level math, the full sample results in math would likely have been more strongly positive, like those in English. It is also worth noting that other studies have found that simpler methods of MMA are easier to implement and as effective as algorithmic MMA.3 Our present study finds that—four anda half years after random assignment—students who were bumped up into college-level math and English courses through MMA were much more likely to have enrolled in and completed a college-level course (with a grade of C or higher) than similar business-as-usual group students. This brief summarizes our findings.4 How MMA Changed Students’Course Placements MMA seeks to improve student outcomes by using multiple indicators to better determine the likelihood that a student WHAT IS MULTIPLE MEASURES ASSESSMENT? Colleges that employ MMA use measures such as high school GPA, time since high schoo

FAQs

What problem does multiple measures assessment (MMA) address in college placement?

MMA reduces reliance on standardized test scores alone by using broader indicators of academic preparation, such as high school GPA and other measures, to place students into math and English course levels more accurately.

How was MMA tested in SUNY community colleges?

Researchers launched a randomized controlled trial assigning 12,796 students to MMA placement or test-based placement across seven SUNY community colleges, with outcomes tracked for at least nine terms through spring 2021.

What were the main long-term results of MMA placement?

About four and a half years after random assignment, students moved into college-level math and English through MMA were more likely to enroll in and complete college-level courses with grades of C or higher than similar students under test-based placement.

Oct 15, 2026

Uploaded by Rhys