Group items tagged

Study on the implementation of directed self placement of writing students.

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

Automated essay scoring (AES) has many benefits such as immediate grading, reliable reporting, and diagnostic feedback. While automation poses certain operational and technical challenges, more states are adopting AES for both formative and summative assessments. This presentation presents empirical data from the state of West Virginia online writing assessments on the reliability and validity of machine scores.

Webinar by Katie Hern of Chabot College and Myra Snell of Los Medanos colleges on their work to accelerate developmental math, reading and writing at their colleges. Includes data and insights on how to redesign courses.

By Wick Sloane, in a column called The Devil's Workshop in Inside Higher Ed, September 20 2010. Sloane, previously the CFO of a public university, has embedded himself as a writing teacher at Bunker Hill Community College. In this column, he ties completion to the many varied needs of under-served students, many of whom live in poverty.

Web site for the mywritinglab software from Pearson. Program assists students in need of remedial instruction in writing.

Global Skills for College Completion (GSCC) deploys an online community of 26 outstanding basic skills faculty in 16 states on 13 campuses to innovate math and writing basic skills pedagogy to consistently increase pass rates to 80%. The project is funded by the Bill and Melinda Gates Foundation to the League for Innovation in the Community College in partnership with Knowledge in the Public Interest and LaGuardia Community College in New York.

Presentation from Katie Hern and Myra Schnell to the California Community Colleges Support Network on the success of accelerated models in reading, writing and math. Presents different acceleration models, data on impact, process for developing an accelerated program.

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)

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)

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

Story on American Youth Policy Forum event on developmental education featuring the Accelerated Learning Program at Community College of Baltimore County and the FastTracks program at Community College of Denver

The Community College Research Center (CCRC) at Columbia University is partnering with the Community College of Baltimore County (CCBC) to analyze the effects of the college's Accelerated Learning Program (ALP). Under ALP, students placed into upper-level developmental writing are "mainstreamed" into English 101 classes. Preliminary results are very promising. Funding for this study is being provided by Lumina Foundation for Education, as part of the Achieving the Dream initiative.

Opinion piece by Mike Rose from UCLA on developmental education reform and whether we need to set a floor for who is remediated.