Monday, March 18, 2024
The RP Group

 MMAP Timeline and Overview

Timeline

2014-Current

Overview

The original Multiple Measures Assessment Project (MMAP) was a collaborative effort led by the RP Group and Educational Results Partnerships’ Cal-PASS Plus system to develop, pilot, and assess implementation of a statewide placement tool using multiple measures. The project was originally funded through the California Community College’s Common Assessment Initiative (CAI). The project has now shifted to support the AB 705 implementation and is funded through the California Community College’s Chancellor’s Office.

The Multiple Measures Assessment Project engaged with over 90 pilot colleges statewide to implement multiple measures assessment using high school performance to maximize student performance in college courses. With the shift towards AB 705 compliance, the MMAP Research team is working the Community College Chancellor’s Office to provide support, research, and recommendations on maximizing students’ likelihood of completing a transfer level math or English course in one year, or an ESL course in three years.

For more information contact Mallory Newell.

Visit the Chancellor's Office Assessment and Placement website for more information about similar work being done in this area.

Search Projects
Related Projects

Many California Community Colleges (CCC) administer student surveys to understand their students’ experiences and gather feedback to support local continuous improvement efforts. To support the CCCs’ with these efforts, The RP Group has implemented several statewide survey efforts to provide individual colleges, and the state with information about CCC students’ experiences, needs, and challenges related to, but not limited to, transfer, enrollment, and basic needs.



This research is focused on understanding the role university educational deserts (UED) (areas with limited higher education options) have on transfer and the demographics of the students who live in these areas. This study will include a mapping of the California landscape where UEDs exist, followed by a robust quantitative analysis to explore the relationships between students’ distance to broad-access universities and their likelihood of transfer with special attention paid to the roles of race/ethnicity and income status.