Placing students directly into college-level classwork, rather than developmental classes, improves outcomes, according to a recent study by the Center for Analysis of Postsecondary Readiness (CAPR). The research, which includes synthesized data from two large-scale experimental studies across 12 community colleges in New York, Minnesota and Wisconsin, found that students who bypassed developmental courses were more likely to pass their courses, accumulate more credits and make progress toward graduation.
The study compared traditional standardized testing with multiple measures assessment (MMA), which factors in high school GPA, and found that students placed directly into college-level courses through MMA had significantly better academic outcomes than those placed in remedial courses.
“When used to place more students directly into college-level courses, MMA is a cost-effective strategy for improving college progress, worthy of consideration for state and college policymakers,” the report states. “This research finds evidence that colleges should consider increasing the total number of students referred directly to college-level courses, whether by lowering their requirements for direct placement into college-level courses or by implementing other policies with the same effect.”
MMA has delivered key benefits for students and colleges, including:
• Higher course completion: Students placed through MMA were 8% more likely to pass math and 7% more likely to pass English.
• More credits earned: MMA students gained two additional college-level credits compared to those assessed by tests alone.
• Greater long-term success: Students’ likelihood of earning a degree or transferring to a four-year institution rose by 1.5 percentage points.
• Cost savings: Eliminating non-credit remedial courses saved students and colleges money while streamlining graduation progress.
The study also found that traditional standardized placement tests often misplace students, requiring many to take remedial courses unnecessarily. This results in wasted time and financial strain, as remedial courses do not count toward graduation requirements. MMA provides a more accurate assessment of a student’s ability to succeed in college-level courses, especially for those with strong high school GPAs but lower test scores.
The report acknowledges concerns about MMA placing students in courses beyond their skill level but found no significant evidence of increased struggles in college-level courses. “MMA was successful because it increased the number of students placed into college-level courses, not because it was better at targeting which students should be in college-level courses,” the report says.
As policymakers and educators continue to evaluate the role of developmental education, this report reinforces the potential for MMA placement to reshape higher education access. By prioritizing direct placement, colleges can help more students succeed and reduce financial burdens.
