Group items tagged

This report, commissioned by the Lumina Foundation, measures national and state-by-state progress on the "Big Goal," an initiative calling for 60% of Americans to hold a high-quality postsecondary credential by 2025. Individual state pages contain an attainment narrative and several data graphics, disaggregated by ethnicity, attainment level, and county, where available. The report uses National Higher Education Management Systems and American Community Survey data to show current attainment rates and the gap between present rates and the 60% goal.

Examines educational experiences and attainment as well as employment and earnings of adult students. The study also identifies the critical points where adult students drop out or fail to advance to the next level in order to stimulate thinking about how to bridge those gaps and facilitate student advancement. (Washington State Board for Community and Technical Colleges, April 2005)

Piece from Kati Haycock from Ed Trust on the movement to push more students, particularly low-income students toward two-year institutions and the potential impact on bachelor's degree attainment. This could be useful piece for the push to move remedial education exclusively to community colleges.

Paper examining the variables associated with persistence and transfer of Community College Transfer Students. Cites math remediation as one critical barriers.

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

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

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.

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.

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 Virginia Community College System (VCCS) is engaged in a strategic planning process to improve performance. A key objective is to encourage colleges to improve retention and academic success for unprepared students. This report presents the main findings from a study of VCCS developmental education and outlines suggestions to attain the strategic plan goals. (Josipa Roksa, Davis Jenkins, Shanna Smith Jaggars, Matthew Zeidenberg & Sung-Woo Cho, Community College Research Center, November 2009)

Identifies current state policies that impede student attainment of basic skills for postsecondary education. The report recommends using standardized assessments, requiring remediation upon enrollment and provides flexibility to community colleges to address issues. (Elizabeth G. Hill, California Legislative Auditors Office, 2008)

Provides an overview of current policy and research on developmental education. The paper argues that developmental education is a necessary part of state efforts to increase college attainment rates. (Alene Russell, American Association of State Colleges and Universities, 2008)

Hey Mary, I think this paper argues against shifting developmental education exclusively to two-year colleges. Maybe we should create tags using the term "limits", "four_year" and "comm_college"

This issue of the Progress of Education Reform published by ECS summarizes recent research on the college success of students who enroll and complete developmental education.

This ECS publication looks at the latest research on student success in community colleges and offers insights on the strategies that show the most promise in promoting greater educational attainment for community college students. (Bruce Vandal, Educatio

Provides an overview of the issue of remedial education, particularly as it relates to President Obama's goals for increasing college attainment and also the current ecnonomic crisis.