The Long-Term Effectiveness of Multiple Measures Assessment: Evidence from a Randomized Controlled Trial.
Saved in:
| Title: | The Long-Term Effectiveness of Multiple Measures Assessment: Evidence from a Randomized Controlled Trial. |
|---|---|
| Authors: | Kopko, Elizabeth M.1 (AUTHOR) emk2152@tc.columbia.edu, Daniels Sarica, Hollie1 (AUTHOR) |
| Source: | Journal of Research on Educational Effectiveness. Apr-Jun2026, Vol. 19 Issue 2, p327-350. 24p. |
| Subject Terms: | *College curriculum, *Achievement gains (Education), *Introductory courses (Education), *Educational evaluation, *Mathematics education, *Ability grouping (Education), Research protocols |
| Abstract: | This study employs a randomized controlled trial to investigate whether multiple measures assessment (MMA) placement led to better student outcomes, for up to four and a half years after testing and randomization, than a system based on test scores alone. Using a sample of nearly 13,000 incoming students, we estimate the overall treatment effects on placement into and completion of college-level math and English, as well as effects on other outcomes. We also descriptively examine the proportion of program group students who were bumped up (i.e., their placement changed from a developmental course placement to a college-level course placement) and bumped down by MMA. We find that MMA improved access to and success in college-level courses. We also find that bumped-up students had substantially better outcomes in both math and English, while bumped-down students had substantially worse outcomes. Our results suggest that increased access to college-level courses is the driving factor in the positive outcomes experienced by program group students and that placement into standalone developmental courses can have detrimental effects on student outcomes. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Research on Educational Effectiveness is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | This study employs a randomized controlled trial to investigate whether multiple measures assessment (MMA) placement led to better student outcomes, for up to four and a half years after testing and randomization, than a system based on test scores alone. Using a sample of nearly 13,000 incoming students, we estimate the overall treatment effects on placement into and completion of college-level math and English, as well as effects on other outcomes. We also descriptively examine the proportion of program group students who were bumped up (i.e., their placement changed from a developmental course placement to a college-level course placement) and bumped down by MMA. We find that MMA improved access to and success in college-level courses. We also find that bumped-up students had substantially better outcomes in both math and English, while bumped-down students had substantially worse outcomes. Our results suggest that increased access to college-level courses is the driving factor in the positive outcomes experienced by program group students and that placement into standalone developmental courses can have detrimental effects on student outcomes. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 19345747 |
| DOI: | 10.1080/19345747.2025.2505172 |
