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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.

Community College Times page for stories on developmental education

Research done by MDRC looking at the assessment and placement process at three community colleges. It highlights several issues and challenges, including a lack of consensus about the standard for college-level work, the high-stakes nature of the assessments, and the minimal relationship between assessment for placement and diagnosis for instruction.

Include this report in the resources for the April 29 jam.

Report from a working group from the University of Minnesota and the Minnesota State Colleges and Universities on the factors and predictors related to success in college math.

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.

Network for supporting Adult Basic Education providers

The NCTN supports Adult Basic Education staff, programs and state agencies in establishing and strengthening ABE-to-college transition services through technical assistance, professional development, collegial sharing, advocacy and increased visibility for this critical sector of the adult basic education system.

Brief produced by American Council of Education providing insights on how to chair a department of unionized faculty.

"This article provides a rationale for incorporating the development of critical thinking skills into the online learning environment. The author also presents possibilities for building these cognitive skills into online classes. She maintains that incorporating critical thinking skills is a necessary component of learning; these skills assist learners to evaluate and link the abundance of information and ideas that is available via information communication technologies (ICTs). "

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.

This is the first year report of a three year longitudinal study by the American Council on Education to understand the effects of obtaining the GED on postsecondary enrollment, persistence, and completion. This study supports transitioning adult learners without a high school diploma to the GED credential and into postsecondary with accelerated learning. This first year study used the information gathered at the National Student Clearinghouse (NSC). The NSC holds 93 percent of postsecondary student enrollment. The study focused on adults who acquired the GED credential in 2003. The pilot study founded credential recipients had a significantly higher enrollment rate into postsecondary than non-passers; females enrolled more than males; there is no significant ethnic difference between enrollees and non-enrollees.