This annual report summarizes and disaggregates data on New Mexico high school graduates who require college remedial courses. The percentage decreased by 3.1% from 2008 to 2009. NM has implemented several initiatives to better prepare students for college.

Provides data on several developmental education topics, including academic advising and support services; academic performance; college readiness assessments; faculty development; and course delivery. (Texas Higher Education Coordinating Board, 2010)

In this editorial, Kevin Carey, policy director of think tank Education Sector, argues that colleges are not fulfilling their mission to students: costs are rising and students are not learning (or even graduating). He argues for transparency and studies of the effectiveness of teaching and learning, and warns of the education-related lobbies that keep the rest of us in the dark about higher education. (Kevin Carey in Democracy: A Journal of Ideas, Issue #15, Winter 2010).

The Pathway to the Baccalaureate program at Northern Virginia Community College gives students a structured system of support from high school to community college to a four-year university. Pathway is designed to meet a range of student needs -- academic, financial or personal -- through one coherent program. Specially designed "fast-track remediation" classes in math and English attempt to steer some students clear of traditional remedial classes, where they can get bogged down unnecessarily. The program also uses learning communities.

The Tennessee Board of Regents (TBR) established a new systemwide initiative to redesign its developmental math and English curriculum using technology-supported active-learning strategies. The goal was to achieve improvements in learning outcomes as well as reductions in instructional costs. This effort was undertaken in collaboration with the National Center for Academic Transformation (NCAT), building on the successful models and lessons learned from NCAT's Program in Course Redesign and Roadmap to Redesign.

Thomas Nenon, the Vice Provost for Assessment, Institutional Research and Reporting, served as a resource expert for GPG's second online Jam, "The Heart of the Matter: Assessment, Placement and Delivery in Developmental Education," in April 2010.

Global Skills for College Completion (GSCC) deploys an online community of 26 outstanding basic skills faculty in 16 states on 13 campuses to innovate math and writing basic skills pedagogy to consistently increase pass rates to 80%. The project is funded by the Bill and Melinda Gates Foundation to the League for Innovation in the Community College in partnership with Knowledge in the Public Interest and LaGuardia Community College in New York.

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.

The Community College Research Center (CCRC) at Columbia University is partnering with the Community College of Baltimore County (CCBC) to analyze the effects of the college's Accelerated Learning Program (ALP). Under ALP, students placed into upper-level developmental writing are "mainstreamed" into English 101 classes. Preliminary results are very promising. Funding for this study is being provided by Lumina Foundation for Education, as part of the Achieving the Dream initiative.

ALP is in innovative approach to basic writing programs that accelerates basic writing students through their developmental writing course and English 101 in one semester. ALP builds on the strengths of earlier approaches such as mainstreaming, studios, learning communities and bridge programs.

These videos feature four community colleges that are participating in the Tennessee Developmental Studies Program Redesign. College representatives describe their redesign programs and results to date. (Tennessee Board of Regents, 2010)

The Early Assessment Program is a collaborative effort between the California State University (CSU), the California Department of Education (CDE), and the State Board of Education to determine a high school students' readiness to do college-level work in English language arts and math and to provide students opportunities to improve skills during their senior year.

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)

Finds that adult students who had been awarded academic credit for "prior learning" earned in the military, corporate training and other non-classroom settings were more than twice as likely to graduate, and to persist even if they did not graduate, than were their peers who had not earned such credit. (Council for Adult and Experiential Learning, March 2009)

Explores two key questions: What information do states collect on their higher education institutions? How do they use that information to affect institutional improvement? (Chad Aldeman and Kevin Carey, Education Sector, June 2009)

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)

Summarizes the objectives of and lessons learned from Washington's Integrated Basic Education and Skills Training (I-BEST) program. The program pairs English as a second language (ESL)/adult basic education (ABE) instructors and professional-technical instructors in the classroom to concurrently provide students with literacy education and workforce skills. (Washington State Board for Community and Technical Colleges, December 2005)

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)

Examines developmental education best practices and policies within Massachusetts' 15 community colleges. It presents findings, recommendations and resources to assist the community colleges in improving the success of academically vulnerable students within and beyond developmental education. (Massachusetts Community Colleges Executive Office, June 2009)