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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.

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

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

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.

Provides information on the Accelerated Learning Project at the Community College of Baltimore County: background, results, costs and scaling up and replicating the model. (Fall 2010)

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.

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.

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.

Program at the Community of College of Denver to fast track students through developmental education in a single term. This accelerated program has shown excellent results.

The news article from the Green Bay Press-Gazette describes the efforts of the University of Wisconsin-Green Bay to offer intensive, seven-week developmental education courses. The courses have improved student completion so greatly that the institution has considered expanding accelerated and modularized delivery models to college-level coursework.

This is the first year report of a three year longitudinal study by the American Council on Education to understand the effects of obtaining the GED on postsecondary enrollment, persistence, and completion. This study supports transitioning adult learners without a high school diploma to the GED credential and into postsecondary with accelerated learning. This first year study used the information gathered at the National Student Clearinghouse (NSC). The NSC holds 93 percent of postsecondary student enrollment. The study focused on adults who acquired the GED credential in 2003. The pilot study founded credential recipients had a significantly higher enrollment rate into postsecondary than non-passers; females enrolled more than males; there is no significant ethnic difference between enrollees and non-enrollees.

Large research studies inside and outside California have established that the more levels of developmental courses a student must take, the less likely the student is to ever complete college courses in English and Math. The California Acceleration Project stresses that we can't keep attributing this problem to students' low skills or low motivation.

Paper by Davis Jenkins finds that students should take their remedial education courses as part of a focused program of study, rather than as a stand alone academic activity.

The paper offers suggestions for ways community colleges can rethink their practices at key stages of students' engagement to substantially increase rates of program entry and completion. (Community College Research Center, January 2012)

This forum held by the American Youth Policy Forum (AYPF) will spotlight community colleges that address the challenges of developmental education and produce best practices for supporting students' progress toward degree completion. The forum will be held Monday December 13th. Speakers Peter Adams and Elaine Baker have worked with ECS and Getting Past Go in the past.

This policy brief looks at efforts in three community colleges, two of which are Achieving the Dream institutions, to revamp remedial math programming. It focuses on the ways in which state and system policies interact with institutional reform efforts -

The Pathway to the Baccalaureate program at Northern Virginia Community College gives students a structured system of support from high school to community college to a four-year university. Pathway is designed to meet a range of student needs -- academic, financial or personal -- through one coherent program. Specially designed "fast-track remediation" classes in math and English attempt to steer some students clear of traditional remedial classes, where they can get bogged down unnecessarily. The program also uses learning communities.

Details the tension between institutions developing innovative approaches to assess students and deliver remedial content and state policies that reinforce the traditional course-based design.

From CLASP: Beyond Basic Skills describes strategies that can be used to strengthen connections between basic skills education and postsecondary education to help lower-skilled adults and out-of-school youth attain the postsecondary credentials they need to advance in the labor market. This includes state-level innovations such as: instructional strategies that provide a strong foundation in occupational skills required for jobs in the local economy; acceleration strategies that help students progress further and more quickly in education and training programs in a shorter period of time than traditional approaches, and funding formulas, assessment policies, and other administrative policies that support a statewide vision to provide adults and youth with pathways to better jobs through postsecondary education. The report also includes examples of states and local institutions that are effectively implementing one or more of these innovations.

Report from CLASP for policymakers on how to link basic skills instruction to postsecondary attainment