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This report proposes a new opposing forces framework for understanding the dysfunction of the developmental system. Looks at three sets of opposing forces: system-wide consistency versus institutional autonomy; efficient versus effective assessment; and promotion of student progression versus enforcement of academic standards. (Center for Community College Research, November 2011)

This analysis focuses on four different types of interventions for improving students' progress through remedial education and into college-level courses, including (1) strategies that help students avoid developmental education by shoring up their skills before they enter college; (2) interventions that accelerate students' progress through developmental education by shortening the timing or content of their courses; (3) programs that provide contextualized basic skills together with occupational or college-content coursework; and (4) programs that enhance the supports for developmental level learners, such as advising or tutoring.

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.

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.

This forum held by the American Youth Policy Forum (AYPF) will spotlight community colleges that address the challenges of developmental education and produce best practices for supporting students' progress toward degree completion. The forum will be held Monday December 13th. Speakers Peter Adams and Elaine Baker have worked with ECS and Getting Past Go in the past.

"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. "

Examines three states -- Florida, Oregon, and Ohio - that have built powerful new data systems that track student progress after high school into the work force and college. (Chad Aldeman, Education Sector, January 2010)

Washington's Student Achievement Initiative measures student progress for the incremental gains made that lead to college success. These measures, called momentum points, are in four categories: improving preparation for college-level courses, building towards a year of college credit, completing college math, and completing certificates, degrees and apprenticeships. This paper describes the success of basic skills students in transitioning to college-level classes, and the momentum they gain towards college success. (Washington State Board for Community and Technical Colleges, January 2008)

This issue of the Progress of Education Reform published by ECS summarizes recent research on the college success of students who enroll and complete developmental education.

Summarizes state progress on the alignment of high school policies with the demands of college and careers, with respect to standards, graduation requirements, P-20 data systems, assessments and accountability. (Achieve, March 2010)

Urges states to track how well high school graduates perform in college so that the schools can better prepare students for and succeed in postsecondary education. States should track postsecondary enrollment, remediation and credit accumulation. Recommends four actions for states to take to track and publish these data. (J.B. Schramm and E. Kinney Zalesne, October 2011)

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)

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

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)

This announcement references the University of Phoenix's plan to provide just in time developmental education as part of their online programs.

This ECS publication looks at the latest research on student success in community colleges and offers insights on the strategies that show the most promise in promoting greater educational attainment for community college students. (Bruce Vandal, Educatio

Report from Center for Education Policy that surveyed state and district leaders on implementation of common core standards. Findings show that states are a long way from implementation

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

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