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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

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

Story in the Register-Herald stating that West Virginia will begin a five year process to implement the Common Core standards in West Virginia schools.

Executive Summary from MDRC on their latest research on the scaling up of strategies at community colleges to instruct students, particularly basic skills students, in learning communities. Findings have more to do with coordination of the scale up, than actual results. Findings consistent with earlier research that the learning communities did not result in effective curriculum integration or alignment.

Story in Ed Week about two new reports one from ETS and the other from Aspen Institute on the common_core assessment consortia.

Ed week story on how new guidance to Race to the Top states sends a strong message about their commitment to employ the common core.

"The work of the CAI is part of the Missouri Department of Higher Education strategy to increase participation in higher education and to smooth pathways for students entering into and progressing in higher education. The goal of this work is to improve the college readiness of high school students throughout Missouri. CAI is also driven by the work of the Mathematics, Engineering, Technology, and Science (METS) Coalition, as well as the P-20 Council and the Director of Education and Workforce Innovation. "

With support from the Fund for the Improvement of Postsecondary Education (FIPSE), the Tennessee Board of Regents (TBR) has established a new system-wide initiative to redesign its developmental math and English curriculum using technology- supported, active-learning strategies.

Provides a summary of key findings from the literature on effective developmental education practice. Descriptions of promising practices are grouped into the following categories: program management and organization; assessment, instruction, and curriculum; student supports; faculty; and public policy. (Wendy Schwartz and Davis Jenkins, Community College Research Center, Teachers College, Columbia University, September 2007)

The Tennessee Board of Regents (TBR) established a new systemwide initiative to redesign its developmental math and English curriculum using technology-supported active-learning strategies. The goal was to achieve improvements in learning outcomes as well as reductions in instructional costs. This effort was undertaken in collaboration with the National Center for Academic Transformation (NCAT), building on the successful models and lessons learned from NCAT's Program in Course Redesign and Roadmap to Redesign.

Pearson education web page to assist states on the implementation of the common core.

Discusses Brookings Institution analysis that matches up the common core standards in math with NAEP test items. (Education Week, premium article access compliments of edweek.org, 01/11/11)