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This newsletter, produced for the Achieving the Dream initiative, provides a brief analysis of data collected by the initiative. It includes several issues dedicated to developmental studies. (JBL Associates, Quarterly, November/December, 2008)

The Developmental Education Initiative is a three-year Gates funded effort to identify and develop programs that increase the number of community college students who complete preparatory classes and successfully move on to college-level studies. The Initiative began in 2009.

The Basic Skills Initiative (BSI) was a grant funded initiative from the California Community Colleges Chancellor's Ofice. The goal of this project was improving student access. Resources include a basic skills handbook, and literature reviews.

Developmental Education Initiative Policy Framework for their states. Includes comprehensive framework emphasizing innovation, funding models, early assessment and interventions, benchmarks, performance funding, etc.

This analysis of data from the DEI Self-Assessment Tool covers policy changes between 2009 and 2010, the first year of the initiative. Includes summaries from Connecticut, Florida, North Carolina, Ohio, Virginia, and Texas. (Jobs for the Future, October 2011)

New program at City University of New York for community college students that is intended to prepare students before enrollment so as to reduce remediation and college readiness. Tries to simulate a traditional four-year environment at a two-year school

The Joyce Foundation initiative is designed to help the workforce in Illinois, Indiana, Minnesota, Ohio and Wisconsin develop skills and credentials essential for twenty-first century jobs. These states are re-engineering adult education, workforce development and postsecondary education policies to support economic growth and expand job opportunities for low-skilled workers in the Midwest.

Shifting Gears web site funded by the Joyce Foundation. Initiative funded to help 6 midwestern states address how to increase worker skills and certificate and degree completion in postsecondary ed.

Session at AERA featuring papers on the Texas College and Career Readiness Initiative. Includes a paper on extent that placement tests accurately measure student knowledge and skills.

Document outlining state policy priorities for states participating in the developmental education initiative. Addresses, K-12 curricular alignment, funding, assessment and placement, data and performance measurement, academic support services

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

Finds that remediation does little to develop students' skills. But the study also finds little evidence that it discourages initial enrollment or persistence, except for students mis-assigned to remediation. Instead, the primary effect of remediation appears to be that students take remedial courses instead of college-level courses. (Judith Scott-Clayton and Olga Rodriguez, National Bureau of Economic Research, August 2012) Link to Abstract http://papers.nber.org/papers/w18328?utm_campaign=ntw&utm_medium=email&utm_source=ntw

This annual report summarizes and disaggregates data on New Mexico high school graduates who require college remedial courses. The percentage decreased by 3.1% from 2008 to 2009. NM has implemented several initiatives to better prepare students for college.

A report to the Committee on Academic and Student Affairs at the South Dakota Board of Regents outlining an initiative to use the Pearson Education product MyMath Lab to deliver remedial math at Board of Regents Institutions.

Refers to Getting Past Go "Bridge" report.

Provides an overview and history of the Tennessee Developmental Studies Redesign initiative. The PowerPoint presentation also addresses questions raised and answered by the initiative, including: why Tennessee needed to rethink developmental studies, how the state positioned itself for change, how Tennessee has changed developmental studies, and what strategies worked for the Tennessee's higher education system. (Dr. Paula Myrick Short and Dr. Treva Berryman, Tennessee Board of Regents, October 2010)

This resources was shared by Uri Treisman at the Workshop on Remedial Education in Nashville, TN on October 5-7

Presentation of the developmental mathematics course redesign project work and results at Chattanooga State Community College. The project has served as a pilot site for the Tennessee Developmental Studies Redesign initiative. (John Squires, Chattanooga State Community College, October 2010)

Resource shared at the GPG Workshop on Remedial Education in Nashville, TN on October 5-7, 2010

Presentation of the developmental reading course redesign project work and results at Northeast State Community College. The project has served as a pilot site for the Tennessee Developmental Studies Redesign initiative. (Dr. Xiaoping Wang, Northeast State Community College, October 2010)

Resource shared at the GPG Workshop on Remedial Education in Nashville, TN on October 5-7, 2010

The Education Commission of the States and the Tennessee Board of Regents held a meeting to examine the work undertaken by the Tennessee Developmental Studies Redesign initiative. Individuals from the pilot sites and task force members presented their project work and results at the October 7, 2010 workshop held in Nashville, TN.

Resource shared at the GPG Workshop on Remedial Education in Nashville, TN on October 5-7, 2010

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

Paper on the early results and plans for the Statway initiative supported by the Carnegie Foundation on the Advancement of Teaching. The paper was prepared for the National Center for Postsecondary Research Conference on Developmental Education

This resources was shared by Uri Treisman at the Workshop on Remedial Education in Nashville, TN on October 5-7

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.