This resource contains the article "Exponential Attrition and the Promise of Acceleration in Developmental English and Math," which makes the case that high attrition rates are structurally guaranteed in long developmental sequences and that open-access accelerated courses are a promising way to increase completion rates in college-level English and Math.
ALP is in innovative approach to basic writing programs that accelerates basic writing students through their developmental writing course and English 101 in one semester. ALP builds on the strengths of earlier approaches such as mainstreaming, studios, learning communities and bridge programs.
The Web site for the Accelerated Learning Program at the Community College of Baltimore County. The program is an extremely effective strategy for moving students placed into developmental English into college level English courses and providing additional academic support
The Virginia agencies responsible for secondary and postsecondary education have approved an agreement on the performance expectations in English and mathematics high school graduates must meet to be successful in freshman-level college courses or career training.
Describes Virginia's process of redesigning developmental education across the state's 23 community colleges and 40 campuses. By 2013, developmental math will be taught as a series of nine one-credit modules. Developmental English will be taught as a tiered subject, integrating academic reading and writing. (Jobs for the Future, October 2011)
Analyzes the predictive validity of commonly used placement assessments and finds that they are more predictive of success in math than in English, and more predictive of who is likely to do well in college-level coursework than of who is likely to fail. Also finds that using multiple measures could reduce remediation misplacements or rates. (Community College Research Center, February 2012))
Study done by CCRC on the Accelerated Learning Program at Community College of Baltimore County that is led by Peter Adams. The findings show increased student success and a reasonable investment of resources given the level of student success
The newspaper article from the Business Gazette (MD) details the efforts of Maryland communities colleges and Montgomery College, in particular, to redesign remediation by integrating basic math and English skills into vocational and specialized major courses. By including remedial curricula within major content areas, faculties hope to increase retention and completion rates for students who require college prep.
College Board ACCUPLACER tests provide students with useful information about academic skills in math, English, and reading. Resource for students from the College Board.
With support from the Fund for the Improvement of Postsecondary Education (FIPSE), the Tennessee Board of Regents (TBR) has established a new system-wide initiative to redesign its developmental math and English curriculum using technology- supported, active-learning strategies.
Produced by commoncraft, Aug 6 2007. This video describes social bookmarking in a fun and decidedly low-tech fashion. Runtime is just over 3 minutes. Please note that this video is for sale, though it is possible to watch an evaluation copy, for free, from this URL.
ACT's College Readiness Benchmarks are the minimum ACT test scores required for students to have a high probability of success in credit-bearing college courses-English Composition, social sciences courses, College Algebra, or Biology.
The Early Assessment Program is a collaborative effort between the California State University (CSU), the California Department of Education (CDE), and the State Board of Education to determine a high school students' readiness to do college-level work in English language arts and math and to provide students opportunities to improve skills during their senior year.
In this edition, we feature the Workforce Competitiveness Collection, which covers Workforce Education, English Language Acquisition, and Technology. Each month, Collections News features one of the three LINCS Resource Collections - Basic Skills, Program Management, and Workforce Competitiveness - and introduces research-based resources that you can use in your adult basic education and family literacy programs and classrooms.
CCRC designed a study to address the following question: What student characteristics, course-taking patterns, and other factors are associated with higher probabilities that students who require remediation will take and pass college-level math and English?
Article and data show that only 41% of 2009 New York high school graduates met the English and math state Regents scores that experts predict would allow students to earn a C or higher is college course in same subject. (New York Times, 02/07/11)
Link to NYT data document
http://graphics8.nytimes.com/packages/pdf/nyregion/20110208regentsGradRates.PDF
Summarizes findings from VCCS' effort to improve the rates at which students complete developmental coursework and advance to take and pass college courses, particularly the initial college-level, or "gatekeeper," math and English offerings. (Community College Research Center, November 2009)
The study provides evidence on the potential efficacy of a contextualized intervention approach to helping students develop an important academic skill, written summarization. (Center for Community College Research, January 2012)