Two experimental studies examined multiple measures assessment (MMA), in which colleges use alternative measures (like high school GPA) rather than just standardized test scores, to assign students to developmental or college-level courses. Students placed using MMA were more likely to complete college-level courses. This brief offers recommendations for other colleges.
Three-Semester Findings from an Experimental Study of Multiple Measures Assessment and Placement
Some students are referred into developmental (or remedial) education inappropriately when placed using only standardized placement tests. When multiple measures assessment was used, students in Minnesota and Wisconsin were more likely to enroll and pass college-level math and English courses within three semesters. The additional cost of this alternative assessment averaged $33 per student.
School-community partnerships are one strategy leaders can use to increase equity in education by building supportive environments that meet students’ social and emotional needs. A recent brief on school-community partnerships included some advice from three leaders of successful district-level partnership programs. This companion brief focuses specifically on these leaders’ suggestions.
Solutions for Educational Equity Through Social and Emotional Well-Being
Schools and school districts are being asked to provide more and more services to students while being given few additional resources. This brief discusses how school districts can use partnerships with outside organizations and agencies to help provide those additional services.
Implications for Research and Evaluation to Inform Programs Serving Low-Income Populations
This paper discusses several ongoing trends in the labor market and their potential effects on the nature of work over the next 10 to 15 years for low-income populations. The trends are used to highlight potential questions to inform research and evaluation agendas on this topic.
Reflections from Leaders at District of Columbia Public Schools
A previous brief from this series summarized the experiences and recommendations of leaders who are working to reexamine their districts’ systems, structures, and policies to ensure they support the well-being and learning of all students. This accompanying brief provides those leaders’ thoughts in their own words.
The COVID-19 pandemic exposed inequities in access to and success in career and technical education (CTE). This post summarizes a discussion among teachers and program coordinators about what has changed a year into remote instruction, and about how to make CTE programs more equitable now and when in-person instruction returns.
A Toolkit for SNAP E&T Programs
This toolkit offers state Supplemental Nutrition Assistance Program (SNAP) agencies a systematic approach—with accompanying examples and worksheets—for employing human-centered design and behavioral science to address problems that may be limiting engagement and participation in SNAP Employment and Training programs.
This report from Westat and MDRC focuses on the implementation and short-term impacts of TechHire and the Strengthening Working Families Initiative, two programs that make training in high-demand industries more accessible to individuals who experience barriers to training and employment.
A Review of the Literature
When a parent is jailed or incarcerated, it has direct consequences for children and families. Family-strengthening programs seek to maintain healthy relationships between such parents and their children. They have the potential to reduce the harmful effects of incarceration on families. This brief describes six recommendations for family-strengthening programs.