Group items tagged

Story on the prevalence of remedial education at Connecticut colleges. Discusses efforts between colleges and high schools to work together to better prepare students.

This analysis of data from the DEI Self-Assessment Tool covers policy changes between 2009 and 2010, the first year of the initiative. Includes summaries from Connecticut, Florida, North Carolina, Ohio, Virginia, and Texas. (Jobs for the Future, October 2011)

In a press release, Connecticut Higher Education Commissioner Michael Meotti and State Education Commissioner Mark K. McQuillan discussed the work of the state's P-20 Council. The council works in three areas: building partnerships between school districts and higher education institutions, aligning data across all educational units, and strengthening the preparation and professional development of teachers and principals.

The Institute for Higher Education Policy and the New England Resource Center for Higher Education collaborated on a pilot project that examines how policies designed to reduce or eliminate developmental education have been affecting the organization and

This policy brief looks at efforts in three community colleges, two of which are Achieving the Dream institutions, to revamp remedial math programming. It focuses on the ways in which state and system policies interact with institutional reform efforts -

Document outlining state policy priorities for states participating in the developmental education initiative. Addresses, K-12 curricular alignment, funding, assessment and placement, data and performance measurement, academic support services

Framework for remedial education that includes references to funding, use of data, assessment and delivery.

Describes what the DEI states have set out to do and why, the momentum they have developed, and next steps in their efforts to overcome obstacles to better results. (Michael Collins, Jobs for the Future, April 2011)