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Presentation for AACC Convention in 2008

Powerpoint from a webinar hosted by the Community College Research Center as part of the National Center for Postsecondary Research

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.

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.

The report from the Community College Research Center studies the validity of developmental education assessments in predicting retention and student completion odds. While many have focused on instructional innovations, few have studied the empirical power of assessments to predict future performance.

Discusses the increasing number of students at CUNY that require remediation, including those with deficits in multiple subjects. (NYT, 03/03/11)

Describes a new effort by UMass - Amherst to recruit community college graduates to the state university's flagship campus. Starting this fall, UMass will offer students who transfer from community colleges with a minimum 2.5 grade-point average priority course registration and housing, scholarships to cover hefty student fees, and special advising services. (Boston Globe, 03/22/11)

Article mentions a task force's recommendations that cover P-20 issues and include mandating a high school diploma or equivalency for everyone under age 21. The recommendations aim to better prepare students for success in college or careers. A final report is due to the legislature by April 1. (Anchorage Daily News, 03/10/11)

When black students reflected on the idea that everybody, regardless of race or ethnicity, initially struggles to adjust to college, their academic performance and longer-term well-being benefited, according to a paper published on Thursday in the journal Science.

Paper outlining the outcomes from the first year of implementation for the DEI initiative.

Piece on Fairfax County School District in Virginia's standard high school diploma and the high incidence of remediation at Northern Virginia Community College

Article discusses national trends in remedial enrollment and costs, and reasons for continued students' lack of preparation. (Philadelphia Inquirer, 06/06/11)

This brief addresses the current and projected need for skilled workers and the skills immigrants will need to be able to take these positions. These skills are based in academic and higher level thinking skills. The authors provide the rationale and research underlying the need to incorporate these skills into ESL classes, regardless of the level or purpose of the courses (e.g., beginning, life skills). These skills will assist them in transitioning to postsecondary work training, academic settings, or navigating life in general. They address the following skills as being essential to incorporate into the classroom: reading and listening, note taking and organizing information, and critical thinking.

Describes what the DEI states have set out to do and why, the momentum they have developed, and next steps in their efforts to overcome obstacles to better results. (Michael Collins, Jobs for the Future, April 2011)

Examines data from Washington State to chart the educational pathways of first-time community college students, with a focus on those from disadvantaged backgrounds. Looks at rates at which students enter a program of study or concentration, amount of remediation taken by students, and rates at which students earn certificates or associate degrees, or transfer to four-year institutions. The paper makes recommendations for practitioners and policymakers. (Community College Research Center, September, 2011)

Paper from Jobs for the Future looking at three models for redesigning developmental math.

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)

"Some of the conclusions from the review include: * Assessments appear to be more successful in placing academically prepared students than in placing academically underprepared students. * Students who narrowly miss an assessment "cutoff" score and who complete remedial courses are no more likely to complete credit coursework than students with similar scores who continue straight to credit coursework without taking remedial classes first. * Multiple measures for placement, such as high school transcripts and written essays in addition to assessments, may improve placement accuracy, as might the use of more diagnostic and affective assessments. "What we found is that assessment does not appear to be an effective means of placement for all students," said Dr. Hughes. "States may want to do more research in this area before relying too much on one measure, an assessment score in this instance, for placing community college students.""

NYTimes: The Choice: As many as four out of five community college students in the United States want to transfer to a four-year institution so they can obtain a bachelor's degree, according to a report released Thursday by the College Board.