By DAACS August 1, 2026
Original Source: Educational Technology Insights (PDF)
ollege readiness is often reduced to a single score, limiting how students understand and act on their own capabilities. Diagnostic Assessment and Achievement of College Skills (DAACS) addresses this problem head-on. DAACS is not a placement or admissions tool—it is a diagnostic system designed to help students understand and improve their readiness over time. It enables students to understand their own readiness and act on it, with institutions gaining visibility into how students progress as learners.
“We provide students an opportunity to help themselves, while giving institutions the support and insight into where students are as learners, enabling their success,” says Jason Bryer, founder.
College readiness is treated as a continuous spectrum shaped by academic abilities and behavioral factors instead of a fixed threshold.
Students gain direct visibility into their learning, with feedback showing both academic performance and how they approach challenges. The system evaluates reading, writing and mathematics alongside self-regulated learning, including time management, motivation, self-efficacy and metacognition. These areas are closely linked to success but are often overlooked in practice.
Operationalizing College Readiness
DAACS uses a data-driven approach where initial results shape the feedback and resources students receive. The framework focuses on readiness as a continuum, rather than categorizing students into fixed groups or assigning outcomes.
It evaluates readiness across multiple dimensions and combines diagnostic insight with tools that support institutional response while also identifying at-risk students to facilitate earlier intervention. Assessments are structured across multiple domains, with feedback that is immediate and individualized, helping students interpret results immediately and act on insights while they are still relevant.
Access to curated resources, including targeted open educational resources aligned to specific gaps, enables students to improve independently. Students translate feedback into written reflections and goal-setting, committing to specific changes alongside academic development.
Extending Insights across Institutional Practice
Students build awareness through the process, using feedback to understand how they engage with academic material. Instructors and advisors actively use results to guide conversations, shape instruction and help students act on feedback.
Aggregated insights support practical action by instructors and advisors, helping identify and support students who need additional assistance.
“DAACS serves administrators through predictive modeling of at-risk students, supported by instructors and advisors, with students taking an active role in their own progress,” says Heidi L. Andrade, co-PI (co-principal investigator).
Student progress is monitored throughout the academic journey, not limited to a one-time evaluation. This approach is most effective when embedded within required coursework or first-year experiences, ensuring students consistently engage with feedback. Impact depends on embedding the system into coursework, with training enabling faculty and advisors to actively guide how students use feedback.
Moving Beyond Static Measures of Readiness
Traditional remediation models often separate assessment from action and can slow progress or increase dropout risk. DAACS directly connects assessment to continuous feedback and accessible resources, allowing students to address gaps while continuing credit-bearing coursework, rather than being diverted into non-credit remediation.
Students revisit their results, reflect on their progress and apply strategies that improve performance across academic contexts. Automated nudges via email or text prompt students to revisit feedback and stay engaged throughout the academic term.
Advisors and faculty translate assessment insights into direct guidance, with feedback clearly understood and put into practice. Controlled research shows measurable improvements in student outcomes, including GPA gains of approximately 0.12 points among students who use DAACS. The system builds early academic momentum, where initial success strengthens persistence and improves the likelihood of long-term completion.
By connecting diagnostic insight with continuous feedback and integrated support, DAACS strengthens how institutions engage students at the start of their academic journey. This integrated approach reinforces early progress and contributes to more consistent student outcomes.