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The annual report shows an increase in the percentage of students requiring remediation - possibly due to more students enrolling in college - but also higher retention rates for these students. The comprehensive report looks at remedial participation, success and cost, and also includes high school feedback reports. (Colorado Commission on Higher Education, February 2012)

Provides an analysis of over 50 state and postsecondary system reports on remedial education that the Getting Past Go project reviewed. Overall, GPG found that data contained in the reports fell into three main categories: participation of students in developmental education; success of developmental education students; and cost of developmental education. (Mary Fulton, Education Commission of the States, April, 2010)

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

Provides examples of state and postsecondary system reports that include estimates of remedial education costs. Some of the reports reviewed by Getting Past Go offer general expenditures, while others provide more a detailed examination of the costs of delivering remedial education.(Mary Fulton, Education Commission of the States, July, 2010)

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

"The Imperatives for Change (IFC) Baseline Report is the culmination of a year of collaborative work among MDHE staff, institutional leaders and staff, and other valued stakeholders. The Baseline Report establishes the starting point for Missouri's statewide strategic plan for higher education, and includes four sections that contain baseline data information, expanded data and analysis, technical methodologies and data definitions, and institutional-specific performance measures selected and agreed upon by public two-year and four-year institutions."

Report in preparation for legislative session with recommendations for action. Report includes recommendations on developmental education.

Annual remedial report includes data on participation, student success and cost, as well as high school feedback data. This year's report includes detailed graduation information for remedial students. (Colorado Commission on Higher Education, February 2011)

"The Importance of Minority-Serving Institutions January 16, 2012, 7:53 pm By Marybeth Gasman This past week the Institute for Higher Education Policy released a report titled The Role of Minority-Serving Institutions in National College Completion Goals. The report urges the nation to look closely at minority-serving institutions (MSI's) and their work with underrepresented minorities for clues on student learning and student success. It also emphasizes the role of MSI's in educating a disproportionate number of low-income and first-generation students. Nearly 98 percent of the black and Native American students who attend MSI's are eligible for need-based financial aid. Moreover, almost 50 percent of MSI students receive Pell Grants in comparison to all students. These students, according to countless research studies, are some of the most difficult to retain and graduate as they have less access to quality education and opportunities."

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.

Report from the Mitchell Institute in Maine on how to improve transitions from high school to college for Maine students. Covers college preparation, awareness, career counseling, financial aid.

The report is referenced in a report on remedial education developed by the University of Maine system in 2007.

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.

Blog post providing an overview of the new report by West Ed entitled "One Shot Deal". The report describes how confusing the assessment and placement process is at many California Community Colleges

Report documents action taken and data gathered y the Colorado Department of Higher Education.

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.

Report that sets ambitious goals to increase the college completion rates and decrease achievement gaps at California Community Colleges

The task force's final report identifies ways to strengthen the governance of Ohio's adult learning system; ensure that its structures, programs and funding are aligned with employers' workforce needs and learners' expectations; and improve the performance and productivity of Ohio's talent development system with instructional programs that capitalize on best practices, state-of-the-art technology and high-quality teaching. (Final Report of the Ohio Advisory Committee on the Transfer of Adult Career-Technical Programs, June 2008)

Examines student performance at the University of Phoenix through several internal and external measures. The report outlines three initiatives, including Just-In-Time Remediation. The University of Phoenix has instituted a program of integrative learning on a gradual plane to provide just-in-time skills. Remediation is provided through online tools and offers study skills support. (University of Phoenix, December 2009)

This could be the next wave in innovation in developmental education. Just in time remediation.

Annual reports prepared by the Department of Higher Education. Resource for linking high school performance to college success.

ECS analysis of state remedial education reports

Remedial/Developmental Reading Program Review (December 2, 2009). Report covers quantitative data and analysis.

Report on the nature of innovation at community colleges. Surveyed leaders and focused on community colleges to understand the innovation process