Entries for 'Multiple Measures'

September 2020  

This webinar features researchers from the Public Policy Institute of California (PPIC) and the Multiple Measures Assessment Project (MMAP) co-presenting on the landscape of English as a Second Language (ESL) programs in the California Community College system, with a focus on the variations in ESL pathways statewide and an exploration of pathways that help maximize throughput for different ESL student groups.


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July 2020  

Fourth issue of CAP's newsletter, featuring data and stories from CA community colleges transforming placement and remediation, including highlights from the first semester of full AB 705 implementation


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February 2020  

Third issue of the CAPacity Gazette, a newsletter from the California Acceleration Project 

February 2020


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December 2019  

Statewide analysis of community college course schedules to assess the extent to which colleges are meeting the AB 705 standard of maximizing student completion of transferable English and math requirements.


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September 2019  

A new law, Assembly Bill 705 (Irwin), is driving dramatic changes in how California Community Colleges place students into English and math courses. B...

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May 2019  

The second issue of the CAPacity Gazette features stories from colleges that are transforming ESL, English, and math, including Cosumnes River, Foothill, Porterville, MiraCosta, Mt. San Antonio, Reedley, and Cuyamaca colleges, plus new corequisite remediation data from the Multiple Measures Assessment Project.

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February 2019  

The first issue of CAP's newsletter features early results and student profiles from California community colleges that are ahead of schedule in implementing AB 705 reforms.


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September 2017  

Cuyamaca College is the first community college in California to completely transform math remediation–from how it assesses and places students into math courses, to the courses it offers, to what happens in the classroom. Most students at Cuyamaca can now complete their math requirements in one semester. Students in math-intensive majors take no more than one semester of math that doesn’t count toward a bachelor’s degree. And math faculty are teaching with “brains-on” activities and collaborative pedagogy. The result? Completion of transferable, college-level math has increased nearly sevenfold among students who would have previously taken remedial courses, with dramatic gains for all racial and ethnic groups. Cuyamaca’s experience points the way for the rest of the state, revealing what’s possible when colleges step up to transform their systems on behalf of students. This new publication from the California Acceleration Project provides a window into Cuyamaca's transformation, including data from the first year, classroom illustrations, and reflections from students and teachers in the program.


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April 2017  

A new report from the California Acceleration Project features community colleges that have transformed their policies to enable the majority of students to bypass remediation and begin directly in college-level courses. Up the the Challenge: Community Colleges Expand Access to College-Level Courses features student stories and success data from Cuyamaca College, College of the Canyons, Las Positas College, Solano College, Skyline College, and Sacramento City College. The colleges featured in Up to the Challenge used high school grades to place students into English and math courses, instead of their prior practice of relying almost exclusively on standardized tests. They also replaced traditional remedial courses with co-requisite models that enable students to begin directly in transferable college-level courses with 2 or 3 units of additional support. The result? Immediate and dramatic increases in student completion of college-level English and math, a critical early momentum point toward degrees and transfer. 


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November 2015  

Three-quarters of California community college students are classified "unprepared" upon entry, and their long-term outcomes are bleak. This is often framed as a "college readiness" problem in the high schools, but a growing body of research suggests that incoming students are actually more ready than community colleges have recognized.

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