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)

Examines learning assistance centers and specialized skills labs in 15 community colleges and found that these approaches increase students' academic preparedness for postsecondary study. It is recommended that future research compare the effectiveness of learning assistance services and developmental education courses in boosting students' basic academic skills. ( Dolores Perin, Columbia University, Community College Journal of Research and Practice, 28: 559-582, 2004)

Focuses on where California's K-12 and community college systems meet and explores some of the potential opportunities for building better bridges between them. These include utilizing common approaches to assess student readiness and enabling K-12 and community college educators to jointly plan for the successful transition of students from high school to community college. (EdSource, November 2008)

The Virginia Community College System (VCCS) is engaged in a strategic planning process to improve performance. A key objective is to encourage colleges to improve retention and academic success for unprepared students. This report presents the main findings from a study of VCCS developmental education and outlines suggestions to attain the strategic plan goals. (Josipa Roksa, Davis Jenkins, Shanna Smith Jaggars, Matthew Zeidenberg & Sung-Woo Cho, Community College Research Center, November 2009)

Washington's Student Achievement Initiative measures student progress for the incremental gains made that lead to college success. These measures, called momentum points, are in four categories: improving preparation for college-level courses, building towards a year of college credit, completing college math, and completing certificates, degrees and apprenticeships. This paper describes the success of basic skills students in transitioning to college-level classes, and the momentum they gain towards college success. (Washington State Board for Community and Technical Colleges, January 2008)

Explores barriers adult basic education students face in obtaining postsecondary credentials. The authors offer suggestions to policymakers that can be used to improve the outcomes for ABE students based on lessons learned from three state-level policy initiatives: Bridges to Opportunity, Breaking Through and Shifting Gears. The paper also provides specific suggestions for federal support of similar efforts. (James Jacobs & Pamela Tolbert-Bynum -Community College Research Center, Columbia University, June 2008)

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)

The first in a series, this paper provides an overview of basic skills education in California, including descriptions, need for service, financing, populations served and results. (California Budget Project, October 2009)

Provides a summary of key findings from the literature on effective developmental education practice. Descriptions of promising practices are grouped into the following categories: program management and organization; assessment, instruction, and curriculum; student supports; faculty; and public policy. (Wendy Schwartz and Davis Jenkins, Community College Research Center, Teachers College, Columbia University, September 2007)

Provides a comprehensive overview on the presence of remedial education at postsecondary institutions. Included are statistics on institutions that provide remedial education and the percentage of students who enroll in remedial courses. (Basmat Parsad and Laurie Lewis, National Center for Education Statistics, 2003)

This newsletter, produced for the Achieving the Dream initiative, provides a brief analysis of data collected by the initiative. It includes several issues dedicated to developmental studies. (JBL Associates, Quarterly, November/December, 2008)

Examines the impact of learning communities on community colleges finds that this approach is well suited for the teaching of basic skills. (Cathy McHugh Engtrom and Vincent Tinto, Pell Institute, 2008)

Studies the impact of student success courses on student persistence, completion and transfer. The report finds some impact, but was unclear about which characteristics of these courses were most beneficial. Researchers examined data from Florida's community college system. (Matthew Zeidenberg, Davis Jenkins and Juan Calcagano; Community College Research Center, 2007)

Told from the point of view of the Miami Dade College (MDC) Office of Institutional Effectiveness, this paper describes how the college has begun to develop a systematic and data-informed method for assessing and improving student outcomes across its large, eight-campus college. (Joanne Bashford and Doug Slater, Community College Research Center, 2008)

This literature review was conducted for the California Basic Skills Initiative. It reviews research on the most effective practices for teaching basic skills to college students. (Center for Student Success, 2007)

Examines the impact of learning communities on student success at Kingsborough Community College of the City University of New York. The study found that learning community students are more likely to pass English-assessment tests and transfer to a four-year institution. (Susan Scrivener, Dan Bloom, Allen LeBlanc, Christina Paxson, Cecilia Elena Rouse and Colleen Sommo; MDRC, 2008)

The Pre-collegiate Education in Community Colleges (SPECC) project focused on teaching and learning in basic skills mathematics and English at 11 California community colleges. This report discusses the ways the participating colleges have used both traditional measures of student performance, as well as more innovative forms of assessment and data collection to improve pedagogical practice and enhance student learning. (Lloyd Bond, A Report from The Carnegie Foundation for the Advancement of Teaching: Strengthening Pre-Collegiate Education in Community Colleges, 2009)

Examines the tradeoffs states encounter as they make state-level developmental education placement policies. The brief encourages policies to be combined with appropriate support services and interventions that enable students to succeed. It promotes a P-16 approach with multiple assessments of students and sound data collection and analysis. (Heath Prince, Jobs for the Future, 2005)

Provides an overview of the issues to be considered as states, systems and institutions set performance standards and corresponding cut scores for placement into college-level coursework. (Deanna L. Morgan and Michalis P. Michaelides, College Board, 2005)

Examines the current policy challenges that impede access to postsecondary education for adult students who require English language training, GED or Adult Basic Education training. The report offers several recommendations to improve adult basic education and track student results.(Julie Strawn, Center for Law and Social Policy, National Commission on Adult Literacy, 2007)