Group items tagged

Provides an overview of the remedial education landscape, Getting Past Go project activities and workshop objectives and principles. The PowerPoint also discusses the four policy levers and related questions that are central to the GPG policy framework. (Bruce Vandal, Education Commission of the States, October 2010)

Resource shared at the GPG Workshop on Remedial Education in Nashville, TN on October 5-7, 2010

Provides an analysis of over 50 state and postsecondary system reports on remedial education that the Getting Past Go project reviewed. Overall, GPG found that data contained in the reports fell into three main categories: participation of students in developmental education; success of developmental education students; and cost of developmental education. (Mary Fulton, Education Commission of the States, April, 2010)

Resource shared at the GPG Workshop on Remedial Education in Nashville, TN on October 5-7, 2010

GPG held a workshop for its network of state leaders to identify and discuss policies and practices that increase the success of students who require remedial education. (Education Commission of the States, October 2010)

Resource shared at the GPG Workshop on Remedial Education in Nashville, TN on October 5-7, 2010

This preliminary guide discusses the goals and opportunities of the online Getting Past Go toolkit. The toolkit on GPG's web site provides an interactive work space for the project's state network. (Knowledge in the Public Interest, October 2010)

Resource shared at the GPG Workshop on Remedial Education in Nashville, TN on October 5-7, 2010

Examines the assessment and course placement practices across California's community colleges for incoming students and recommends strategies for overall improvement. (WestEd, September 2010)

Resource shared at the GPG Workshop on Remedial Education in Nashville, TN on October 5-7, 2010.

This literature review identifies reoccurring themes found throughout the history of developmental education in American higher education; examines the ways developmental education programs have been conceived and understood as a policy issue; and looks to how individuals, systems and states have responded to the remedial education policy debate. The literature review was conducted as part of the Getting Past Go project. (Tara L. Parker, Leticia Tomas Bustillos, and Laurie B. Behringer, PrePARE, August 2010)

Resource shared at the GPG Workshop on Remedial Education in Nashville, TN on October 5-7, 2010

Summarizes the findings and recommendations of the Developmental Education Task Force that was charged with identifying steps the Virginia Community College System could take to increase the success of students that require remedial education. (Virginia Community College System, September 2009)

Resource shared at the GPG Workshop on Remedial Education in Nashville, TN on October 5-7, 2010

Resource shared at the GPG Workshop on Remedial Education in Nashville, TN on October 5-7, 2010

Presents recommendations to refocus the goal of developmental mathematics to prepare students to do college work and to enhance student support services surrounding the delivery of developmental mathematics. (Virginia Community College System, May 2010)

Resource shared at the GPG Workshop on Remedial Education in Nashville, TN on October 5-7, 2010

Resource shared at the GPG Workshop on Remedial Education in Nashville, TN on October 5-7, 2010

Blog post from Michael Kirst at Stanford on the literature review prepared by PRePARE for GPG. Remedial Education Policy at the Crossroads.

The author describes the experiences of three states that reviewed their placement assessment policies. The report encourages states to consider college placement policies as part of a broader vision of college readiness. (Michael Lawrence Collins, Jobs for the Future, 2008)

It's Not About the Cut Score: Redesigning Placement Assessment Policy to Improve Student Success is an Achieving the Dream Community Colleges Count and Jobs for the Future Policy Brief written by Michael Lawrence Collins, program director for Jobs for the Future's Youth Transitions Cluster, July 2008.

Resource shared at the GPG Workshop on Remedial Education in Nashville, TN on October 5-7, 2010.

Presentation of the developmental mathematics course redesign project work and results at Chattanooga State Community College. The project has served as a pilot site for the Tennessee Developmental Studies Redesign initiative. (John Squires, Chattanooga State Community College, October 2010)

Resource shared at the GPG Workshop on Remedial Education in Nashville, TN on October 5-7, 2010

Presentation of the developmental mathematics course redesign project work and results at Jackson State Community College. The project has served as a pilot site for the Tennessee Developmental Studies Redesign initiative. (Betty Frost, Jackson State Community College, October 2010)

Resource shared at the GPG Workshop on Remedial Education in Nashville, TN on October 5-7, 2010

Presentation of the developmental reading course redesign project work and results at Northeast State Community College. The project has served as a pilot site for the Tennessee Developmental Studies Redesign initiative. (Dr. Xiaoping Wang, Northeast State Community College, October 2010)

Resource shared at the GPG Workshop on Remedial Education in Nashville, TN on October 5-7, 2010

The Education Commission of the States and the Tennessee Board of Regents held a meeting to examine the work undertaken by the Tennessee Developmental Studies Redesign initiative. Individuals from the pilot sites and task force members presented their project work and results at the October 7, 2010 workshop held in Nashville, TN.

Resource shared at the GPG Workshop on Remedial Education in Nashville, TN on October 5-7, 2010

As part of the Tennessee Developmental Studies Redesign initiative, the Math Curriculum Redesign Task Force was charged with developing an appropriate mathematic curriculum that would prepared students for success into entry level college mathematics courses. This presentation reviews the task force objectives and primary recommendations. (Math Curriculum Redesign Task Force, October 2010)

Resource shared at the GPG Workshop on Remedial Education in Nashville, TN on October 5-7, 2010

Presentation of the developmental mathematics course redesign project work and results at Austin Peay State University. The project has served as a pilot site for the Tennessee Developmental Studies Redesign initiative. (Tristan Denley, Austin Peay State University, October 2010)

Resource shared at the GPG Workshop on Remedial Education in Nashville, TN on October 5-7, 2010

Describes Getting Past Go's policy framework for how states can more effectively integrate reforms to remedial education policy into efforts to increase college attainment rates. The framework centers on four key policy levers: assessment and placement; data and reporting; delivery of instruction; accountability and continuous improvement; and funding. The report also summarizes the goals and activities of the GPG project. (Bruce Vandal, Education Commission of the States, May 2010)

Resource shared at the GPG Workshop on Remedial Education in Nashville, TN on October 5-7, 2010

Policy framework for the Getting Past Go initiative of the Education Commission of the States.

Provides examples of state and postsecondary system reports that include estimates of remedial education costs. Some of the reports reviewed by Getting Past Go offer general expenditures, while others provide more a detailed examination of the costs of delivering remedial education.(Mary Fulton, Education Commission of the States, July, 2010)

Resource shared at the GPG Workshop on Remedial Education in Nashville, TN on October 5-7, 2010

Article on Virginia Community College System's developmental education redesign

Gretchen Schmidt and Donna Jovanovich from the VA Community College System presented at the GPG Workshop on Remedial Education in Nashville, TN on October 5-7.

"The Importance of Minority-Serving Institutions January 16, 2012, 7:53 pm By Marybeth Gasman This past week the Institute for Higher Education Policy released a report titled The Role of Minority-Serving Institutions in National College Completion Goals. The report urges the nation to look closely at minority-serving institutions (MSI's) and their work with underrepresented minorities for clues on student learning and student success. It also emphasizes the role of MSI's in educating a disproportionate number of low-income and first-generation students. Nearly 98 percent of the black and Native American students who attend MSI's are eligible for need-based financial aid. Moreover, almost 50 percent of MSI students receive Pell Grants in comparison to all students. These students, according to countless research studies, are some of the most difficult to retain and graduate as they have less access to quality education and opportunities."