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datanotes publication from Achieving the Dream examining the success of students from ATD institutions in developmental education. Finds that very few students start or complete their developmental education sequence.

Publication from the Community College Research Center that reviews evidence on students entering community colleges needing developmental education.

This brief, reviews evidence on students who enter community college with weak academic skills, and it summarizes study findings on the effectiveness of developmental education. The brief offers recommendations for a broad reform agenda based on a comprehensive approach to improving developmental education. (Thomas Bailey, Community College Research Center, Teachers College, Columbia University, February 2009))

Shorter overview of Bailey's ideas for reforming developmental education.

This paper reviews evidence on the number of students who enter community colleges with weak academic skills and on the incidence and effectiveness of developmental education. The paper also presents a broad reform agenda based on a comprehensive approach to all aspects of developmental education. (Thomas Bailey, Community College Research Center, Teachers College, Columbia University, November 2008)

This paper is very important to the reform effort. It lays out a specific agenda on how to differentiate the delivery of developmental education. Bailey argues for "mainstreaming" students into college-level courses and providing additional academic support for those students who are modestly underprepared. It also raises concerns about how to serve those students who require 3 or more developmental courses.

The purpose of this paper is to analyze the patterns and determinants of student progression through sequences of developmental education starting from initial referral. Thomas Bailey, Dong Wook Jeong & Sung-Woo Cho - December 2008. Community College Research Center, Teachers College, Columbia University)

Powerpoint from Dr. Tom Bailey illustrating the data on student progression and success in remedial education.

I suggest people look at slide 8 in the presentation that shows the lack of success for students who are three levels below college level in math. Only 10% complete a college-level math course. Bailey concludes that we know very little about why students don't succeed when so far below college level - but it appears the sequence of courses that students have to take allows too many students to drop out of the system.

Research on the lack of progress that students make in developmental education. It attributes student failure to the fact that they don't begin or complete the full sequence of courses.