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Article mentions a task force's recommendations that cover P-20 issues and include mandating a high school diploma or equivalency for everyone under age 21. The recommendations aim to better prepare students for success in college or careers. A final report is due to the legislature by April 1. (Anchorage Daily News, 03/10/11)

Article discusses national trends in remedial enrollment and costs, and reasons for continued students' lack of preparation. (Philadelphia Inquirer, 06/06/11)

"Some of the conclusions from the review include: * Assessments appear to be more successful in placing academically prepared students than in placing academically underprepared students. * Students who narrowly miss an assessment "cutoff" score and who complete remedial courses are no more likely to complete credit coursework than students with similar scores who continue straight to credit coursework without taking remedial classes first. * Multiple measures for placement, such as high school transcripts and written essays in addition to assessments, may improve placement accuracy, as might the use of more diagnostic and affective assessments. "What we found is that assessment does not appear to be an effective means of placement for all students," said Dr. Hughes. "States may want to do more research in this area before relying too much on one measure, an assessment score in this instance, for placing community college students.""

Paper on the early results and plans for the Statway initiative supported by the Carnegie Foundation on the Advancement of Teaching. The paper was prepared for the National Center for Postsecondary Research Conference on Developmental Education

This resources was shared by Uri Treisman at the Workshop on Remedial Education in Nashville, TN on October 5-7

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

The newspaper article from the Albany Times Union details the efforts of the State Assembly's Committee on Higher Education. The committee has reviewed college readiness and completion data from SUNY institutions. The committee drew a link between underprepared students and its influence on the workforce and state's economic viability.

Portland Community College encourages students to forgo traditional developmental education courses and instead use learning labs and tutoring to address their developmental education needs.

California State's early assessment program provides opportunities for students to assess college readiness and take steps to be academically prepared while still in high school

The task force will identify ways to strengthen the education pipeline, improve student college preparation, decrease the need for college remediation, improve access to financial aid, increase retention and graduation rates, address data and tracking needs, and ultimately support economic development.

Research at Sacramento State University on the California State University Early Assessment Program (EAP). Research finds a positive impact of the program on college readiness for students entering Sacramento State University

National CrossTalk -- Vol. 18 / No. 2 -- December, 2010 Commentary by SREB President, Dave Spence on need for more comprehensive college readiness standards and accountability. Suggests that states uniformly adopt ACT College Readiness Benchmarks or something similar.

Commentary from Joe Nathan making the case that reductions in remedial rates for recent high school grads will save Minnesota money

Story on high percentage of Louisiana students who require remedial education

Urges states to track how well high school graduates perform in college so that the schools can better prepare students for and succeed in postsecondary education. States should track postsecondary enrollment, remediation and credit accumulation. Recommends four actions for states to take to track and publish these data. (J.B. Schramm and E. Kinney Zalesne, October 2011)

This analysis focuses on four different types of interventions for improving students' progress through remedial education and into college-level courses, including (1) strategies that help students avoid developmental education by shoring up their skills before they enter college; (2) interventions that accelerate students' progress through developmental education by shortening the timing or content of their courses; (3) programs that provide contextualized basic skills together with occupational or college-content coursework; and (4) programs that enhance the supports for developmental level learners, such as advising or tutoring.