Group items tagged

The paper shows how three community colleges used the Achieving the Dream model of institutional reform to implement best instructional approaches for developmental education courses. The paper also examines how other community colleges may use evidence of success at these institutions as an indication of the utility and scalability of the Achieving the Dream model.

Case study of three institutions that used the Achieving the Dream process to develop and institute changes in developmental education

Monograph from the Gates foundation on how to improve teaching, in alignment with the common core standards.

Instructions for developing Basic Skills Action and Expenditure Plan at California Community Colleges

The GED testing service has just published Crossing the Bridge: GED credentials and Post Secondary Educational Outcomes. This is a baseline report that follows GED graduates from 2003 (first cohort of the new test) and their enrollment, persistence, and graduation from post secondary institutions. It compares this group with the high school diploma and general population for the school's attended. This is the first year report of a 3 year project to provide a cohort of students with targeted instruction, GED passage, career exploration, and college readiness. The GED administered will be a prototype using the national State College Readiness standards.

Web site for the mywritinglab software from Pearson. Program assists students in need of remedial instruction in writing.

Powerpoint on the implementation of the Fasttrac program in Minnesota that integrates basic skills instruction in contextualized career training

By Laura Spencer, published in Freelance Folder, Jan 10, 2010. While targeted to freelancers, this article provides an excellent overview to Diigo features, and clear instructions for how to get started. It is current and all examples are for the current version of Diigo.

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.

A breakdown of allocations to California community colleges for basic skills instruction

Comments at 2008 NCSCBHEP conference on the impact of technology and distance education on instruction and intellectual property

Utah Superintendent of Public Instruction Larry Shumway posts this defense of the Common Core Standards. Apparently legislators are concerned about the standards.

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

Partnering with six community colleges, MDRC developed and evaluated four distinct programs based on the following approaches: financial incentives, reforms in instructional practices, and enhancements in student services. (MDRC, March 2011)

Explores 13 promising practices for strengthening community college student engagement and success. The practices include assessment and placement, support services, remedial education, academic alert and intervention, and others. (Center for Community College Student Engagement, February 2012 )

Study on the implementation of directed self placement of writing students.

Research on community college student engagement in mathematics. It examines how instruction is delivered and student response to various delivery models.

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

Research by Hiebert and Grouws on the effects of specific instructional delivery models on student learning.

Information shared by Uri Treisman at the Getting Past Go Workshop on Remedial Education in Nashville, TN on October 5-7.

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.

From Washington State Board for Community and Technical Colleges. I-BEST is an instructional model that pairs education and professional-technical instructors in the classroom

Looks at the current demographic realities and the need to better serve adult students. Offers some policy and strategic recommendations to include career pathways, contextualized instruction for basic skills, etc.