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.
An Exploratory Study of Student Outcomes and Placement PracticesJune, 2022
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.Brief
Practices, Justifications, Outcomes, and LimitationsJune, 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.Brief
Scaling Up Postsecondary Student Success StrategiesJune, 2021
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.Report
Early Findings from an Experimental Study of Multiple Measures Assessment and PlacementDecember, 2019
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.
ProjectsTiffany Morton, Melissa Wavelet, Dan Cullinan, Leigh Parise, Camielle Headlam
MDRC’s Applying the Evidence project is a partnership with the Minnesota State Colleges and Universities system (Minnesota State) to expand the implementation of evidence-based student success strategies across the Minnesota State system, which currently includes 30 community colleges and seven universities.
In partnership with system-...Tiffany Morton, Rebecca Schwartz, Camielle Headlam, Julia Schmidt, Caitlin Anzelone
MDRC’s On the Path to a Degree project (OnPath) seeks to improve student persistence and success at community colleges through evidence-based messaging strategies. Through OnPath, MDRC will collaborate with five community colleges in New Jersey and five two-year Historically Black Colleges and Universities to design...Michael J. Weiss, John Diamond, Austin Slaughter, Tiffany Morton, Colin Hill, Makoto Toyoda, Stanley Dai
For The Higher Education Randomized Controlled Trial project (THE-RCT), MDRC has created the largest individual-participant database from higher education randomized controlled trials to date. THE-RCT makes standardized,...Dan Cullinan, Rashida Welbeck, Alyssa Ratledge, Tiffany Morton, Erika B. Lewy, Dorota Biedzio Rizik, Stanley Dai
College students who place into developmental (remedial) education are substantially less likely to graduate than students who place into college-level courses. Most students are directed into developmental courses based on placement test scores. But large-scale studies have indicated that these test scores misplace substantial numbers of students — in other words, for...