Tiffany Morton
Research Associate, Postsecondary Education

Morton is a research associate in the Postsecondary Education policy area. As a resource manager, she provides project management support, developing and monitoring workplans and budgets. Morton also serves as a site leader for the Multiple Measures Assessment Project and conducts qualitative research activities. Before joining MDRC, Morton helped manage several Single Stop College Initiative locations at CUNY colleges. Morton holds a bachelor’s degree in philosophy, politics, and economics from the University of Pennsylvania with a focus on urban education.

  • MDRC Publications


      An Exploratory Study of Student Outcomes and Placement Practices

      June, 2022
      Jessica Brathwaite, Dan Cullinan, Elizabeth Kopko, Tiffany Morton, Julia Raufman, Dorota Biedzio Rizik

      Informed self-placement (ISP) helps college students determine whether they are ready for entry-level college courses or need remedial education first. This brief explores the potential of ISP to improve students’ access to college-level courses and gives colleges an opportunity to consider placement-method changes that may boost student success.


      Practices, Justifications, Outcomes, and Limitations

      June, 2022

      Many colleges are exploring alternative assessment models, such as informed self-placement (ISP), to increase student enrollment and success in entry-level college courses and to identify students who would benefit from developmental (remedial) instruction. This literature review provides a discussion of the methods used to implement ISP and justifications for its use.


      Scaling Up Postsecondary Student Success Strategies

      June, 2021
      Tiffany Morton, Camielle Headlam, Briah Spencer

      Minnesota’s two-year project to improve student success and degree attainment focused on improved course placement methods, communications about satisfactory academic progress and policies, and comprehensive student support programs. A major lesson in this brief: Programs that show significant results must be implemented widely to change student outcomes meaningfully.


      Early Findings from an Experimental Study of Multiple Measures Assessment and Placement

      December, 2019
      Dan Cullinan, Elisabeth A. Barnett, Elizabeth Kopko, Andrea Lopez, Tiffany Morton

      This report examines colleges’ use of multiple measures to determine whether students take college-level or developmental education courses, a more accurate method than standardized placement exams. Using additional placement tests, high school transcripts, and student motivation evaluations places more students into credit-bearing courses, improving academic results and college completion rates.

  • Other Publications

  • Projects