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Masschusetts Gov. Deval Patrick unveiled a plan to unify the state's 15 community colleges and give the board of higher education more oversight of the campuses. The plan also intends to strengthen the role of community colleges in workforce development.

Under the LA Grad Act, four-year institutions agree to achieve certain standards in exchange for authority to increase tuition. The performance objectives are aimed at improving college completion and meeting the state's workforce and economic development needs. One performance objective - efficiency and accountability - requires four-year institutions that enter into agreements to eliminate remedial education course offerings and developmental study programs unless such courses or programs cannot be offered at a community college in the same geographic area.

In a press release, Connecticut Higher Education Commissioner Michael Meotti and State Education Commissioner Mark K. McQuillan discussed the work of the state's P-20 Council. The council works in three areas: building partnerships between school districts and higher education institutions, aligning data across all educational units, and strengthening the preparation and professional development of teachers and principals.

Provides a framework on how states can more effectively align education, workforce and economic development policy

Examines educational experiences and attainment as well as employment and earnings of adult students. The study also identifies the critical points where adult students drop out or fail to advance to the next level in order to stimulate thinking about how to bridge those gaps and facilitate student advancement. (Washington State Board for Community and Technical Colleges, April 2005)

The Center for Workforce and Education is directed by Anthony Carnevale. The Center is focused on federal and state policies that better leverage state education investments to meet economic development goals.

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)

Alabama colleges saw a significant increase in the percent of students taking remedial math during this past fall. The story attributes the increase to a larger number of adults returning to postsecondary education because of the economy.

Washington Post article on the need for basic skills/remediation among adults returning back to education after leaving the workforce.

Details the work of the Voluntary Framework of Accountability, which has rolled out its Stage One pilot measures for college readiness and workforce, economic and community development measures.