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

How the Effects of Postsecondary Remedial and Developmental Courses Vary by Level of Academic Preparation Paper by Angela Boatman and Bridget Terry Long from Harvard for the National Center for Postsecondary Research. The paper shows that in some instances remedial education does benefit students whose academic preparation is assessed at lower levels

Report from the Mitchell Institute in Maine on how to improve transitions from high school to college for Maine students. Covers college preparation, awareness, career counseling, financial aid.

The report is referenced in a report on remedial education developed by the University of Maine system in 2007.

Positive outcomes have been reported for university preparation courses for students without disabilities. Little is known about whether these courses can offer the same benefit to students with learning disabilities and whether the inclusion of psychosocial factors, in addition to academic skills, would benefit both groups.

Discusses the failures of the current college remediation policies and programs, offers suggestions to fully prepare students for college, and suggests that co-requisite and additional academic supports could help unprepared students succeed. Link provides access to Full Report, Executive Summary, Data Tables and State Profiles. (Complete College America, April 2012)

Urges policymakers to focus the mission of community colleges in three core areas: basic skills education, career technical education and preparation for transfer to four-year universities. The Commission called for shifting adult basic education from the state education department to the community college system, and for giving more authority to the chancellor to oversee the campuses. (Little Hoover Commission, February 2012) Link to executive summary: http://www.lhc.ca.gov/studies/210/Executive%20Summary.pdf

Remedial courses fail to prepare students for college-level work, but the remedial track may serve other purposes, according to a new study. The research found that being placed into remediation is not as discouraging for students as conventional wisdom holds. Also, remedial courses' primary effect as a sorting mechanism for students shouldn't be overlooked. (Inside Higher Ed, 08/21/12)

This annual report summarizes and disaggregates data on New Mexico high school graduates who require college remedial courses. The percentage decreased by 3.1% from 2008 to 2009. NM has implemented several initiatives to better prepare students for college.

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

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

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.

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

New program at City University of New York for community college students that is intended to prepare students before enrollment so as to reduce remediation and college readiness. Tries to simulate a traditional four-year environment at a two-year school

Washington's Student Achievement Initiative measures student progress for the incremental gains made that lead to college success. These measures, called momentum points, are in four categories: improving preparation for college-level courses, building towards a year of college credit, completing college math, and completing certificates, degrees and apprenticeships. This paper describes the success of basic skills students in transitioning to college-level classes, and the momentum they gain towards college success. (Washington State Board for Community and Technical Colleges, January 2008)

Annual reports prepared by the Department of Higher Education. Resource for linking high school performance to college success.

Discusses partnership between the American Association of State Colleges and Universities, the Council of Chief State School Officers and the State Higher Education Executive Officers, which aims to to help the Common Cores Standards Initiative succeed. Will focus on: aligning the standards with college admission and placement requirements; and ensuring that colleges better prepare K-12 teachers to help students meet the standards. (Inside Higher Ed, 12/17/10)

Report in preparation for legislative session with recommendations for action. Report includes recommendations on developmental education.

Briefing paper released by NGA and prepared by ECS for the Complete to Compete initiative on remedial education.

Study on the effectiveness of the Prentice Hall Algebra 1 curriculum from Pearson. Contends that curriculum prepares students for college math

Evaluation of the SUN project in the Colorado Community Colleges. Initiative was intended to better prepare and transition adult education students into community college programs.