Curricular/Instructional Reforms

January, 2022
Dan Cullinan, Elizabeth Kopko

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.

December, 2021

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.


Three-Semester Findings from an Experimental Study of Multiple Measures Assessment and Placement

December, 2021

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.


Solutions for Educational Equity Through Social and Emotional Well-Being

November, 2021

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.


Reflections from Leaders at District of Columbia Public Schools

October, 2021

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.


Here’s What Institutions and State Agencies Need to Know

September, 2021

This brief summarizes the evidence from studies of multifaceted support programs aimed at boosting college graduation rates. It examines what works and the state and institutional factors necessary for successful implementation, and offers advice on how to balance fidelity with local needs while measuring and ensuring positive impacts.

The inequities of educational outcomes, which in turn lead to inequities in other long-term outcomes, have long been issues of concern for policymakers and educators. For decades, academic programs and policies have been developed to address achievement gaps, yet disparities persist. However, districts and educational policymakers have not fully appreciated how the...


Educational Equity Through Social and Emotional Well-Being

August, 2021

This is the second in a series of briefs highlighting strategies to increase educational equity by addressing students’ social and emotional needs. This brief shares the experiences and recommendations of leaders who are working to reexamine districts’ systems, structures, and policies to ensure they support all students.