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

A framework for reform in higher education. Provides a vision for what higher education should be accountable for and suggests that the federal government play a strong role in that accountability

Study by MDRC looking at the assessment and placement practices of three community colleges. Findings include tremendous variations in approaches to assess and place students in remedial education.

Taskforce focused on developing policy and practice around remedial education.

Webinar by Katie Hern of Chabot College and Myra Snell of Los Medanos colleges on their work to accelerate developmental math, reading and writing at their colleges. Includes data and insights on how to redesign courses.

§21.4200 Federal Department of Veterans Affairs Definitions for veterans receiving benefits for education and training. Key definitions are (s) deficiency course (t) remedial course.

CFR 21.4267 - articulates terms under which a veteran can access benefits for independent study. Policy states clearly that students can not access benefits for remediation that is delivered as independent study.

Presentation from Katie Hern and Myra Schnell to the California Community Colleges Support Network on the success of accelerated models in reading, writing and math. Presents different acceleration models, data on impact, process for developing an accelerated program.

How the Effects of Postsecondary Remedial and Developmental Courses Vary by Level of Academic Preparation Paper by Angela Boatman and Bridget Terry Long from Harvard for the National Center for Postsecondary Research. The paper shows that in some instances remedial education does benefit students whose academic preparation is assessed at lower levels

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.

Policy framework for the Getting Past Go initiative of the Education Commission of the States.

Piece on Fairfax County School District in Virginia's standard high school diploma and the high incidence of remediation at Northern Virginia Community College

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

Brief by the Alliance for Excellent Education that improved high school readiness will reduce remediation rates and save states money.

Piece on how assessments can be more effectively employed for remedial education

Paper by Davis Jenkins finds that students should take their remedial education courses as part of a focused program of study, rather than as a stand alone academic activity.