Center for the Analysis of Postsecondary Readiness (CAPR) National Survey of Developmental Education Policies and Practices, [United States], 2016 Version 1


The Center for Analysis of Postsecondary Readiness (CAPR) was established in 2014 through a grant from the U.S. Department of Education's Institute of Education Sciences (IES) to document current practices in developmental education and to rigorously assess the effects of innovative programs. CAPR is led by the Community College Research Center (CCRC) at Teachers College, Columbia University, and social policy research organization MDRC. CAPR's research includes a nationally representative survey of two- and four-year colleges. The survey is designed to help researchers and others better understand the approaches used by colleges and states to assess students' college readiness, deliver developmental instruction, and provide non-classroom-based student supports for students assessed as needing developmental education. The survey identifies emerging reform strategies, the extent to which colleges are scaling different practices, and the factors driving the adoption of these practices.

The survey was created to learn about the current practices in developmental education at a wide variety of colleges (public, private, 2 year institutions, 4 year institutions, etc.). The survey included questions about: institutions' developmental education practices, methods used to determine students' developmental education status, and the extent of student enrollment in different types of developmental courses.

ICPSR data undergo a confidentiality review and are altered when necessary to limit the risk of disclosure. ICPSR also routinely creates ready-to-go data files along with setups in the major statistical software formats as well as standard codebooks to accompany the data. In addition to these procedures, ICPSR performed the following processing steps for this data collection: Checked for undocumented or out-of-range codes..

Response Rates: In order to maximize response rates, survey fielding efforts focused on three types of institutions in the sample: 2-year public, 4-year public, and 4-year private nonprofit. The original randomly-drawn sample of these types of institutions totaled 1,055 institutions. 82 percent of these institutions completed the math section of the survey, and 82 percent of these institutions completed the reading and writing section of the survey. 78 percent of these institutions completed the full survey (both math and reading/writing sections). Lower rates of response were achieved for other types of colleges.

Datasets:DS1: Developmental Education Data

Degree-granting, undergraduate-serving Title IV US postsecondary institutions. Institutions must be broad access (either open admission or admitting 70% or more of students).

A stratified sample of eligible institutions was randomly selected. Institutions were stratified by program length (2-year vs 4-year) and institutional control (public vs private). A small number of colleges were nonrandomly selected and added to the survey for a secondary analysis; they are indicated in the data by the ADDED_FLAG variable.

2020-05-07 Documentation has been updated. Funding institution(s): United States Department of Education. Institute of Education Sciences (R305C140007). Bill and Melinda Gates Foundation ().

computer-assisted telephone interview (CATI)

web-based survey

Metadata Access
Creator Edgecombe, Nikki; Mayer, Alexander
Publisher Inter-University Consortium for Political and Social Research
Contributor United States Department of Education. Institute of Education Sciences; Bill and Melinda Gates Foundation
Publication Year 2020
Rights Delivery; One or more files in this study are not available for download due to special restrictions; consult the study documentation to learn more on how to obtain the data.
OpenAccess true
Contact Inter-University Consortium for Political and Social Research
Language English
Resource Type Dataset; survey data
Discipline Social Sciences