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Blog post from Michael Kirst at Stanford on the literature review prepared by PRePARE for GPG. Remedial Education Policy at the Crossroads.

Report documents action taken and data gathered y the Colorado Department of Higher Education.

The Louisiana Postsecondary Education Review Commission's final report with recommendations on reforming the state's higher Education system and increasing graduation rates to include admission standards, performance funding and developmental Education reform.

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)

This paper reviews evidence on the number of students who enter community colleges with weak academic skills and on the incidence and effectiveness of developmental education. The paper also presents a broad reform agenda based on a comprehensive approach to all aspects of developmental education. (Thomas Bailey, Community College Research Center, Teachers College, Columbia University, November 2008)

This paper is very important to the reform effort. It lays out a specific agenda on how to differentiate the delivery of developmental education. Bailey argues for "mainstreaming" students into college-level courses and providing additional academic support for those students who are modestly underprepared. It also raises concerns about how to serve those students who require 3 or more developmental courses.

This report done by Alliance for Excellent Education documents the costs to postsecondary institutions and the economy as a whole because of the high percent of students who require developmental Education. This report is cited by the U.S. Department of Education and President Obama as part of the justification for tying Title 1 funding from the Elementary and Secondary Education Act to state adopting college and career ready standards

"The Learning Assessment in Missouri Postsecondary Education (LAMP) Advisory Council was created to consider statewide issues surrounding learning assessment in Missouri and to make policy recommendations. "

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)

Provides an overview of current policy and research on developmental education. The paper argues that developmental education is a necessary part of state efforts to increase college attainment rates. (Alene Russell, American Association of State Colleges and Universities, 2008)

Hey Mary, I think this paper argues against shifting developmental education exclusively to two-year colleges. Maybe we should create tags using the term "limits", "four_year" and "comm_college"

The Institute for Higher Education Policy and the New England Resource Center for Higher Education collaborated on a pilot project that examines how policies designed to reduce or eliminate developmental Education have been affecting the organization and

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.

Interview with author of new book on the history of remedial education at California Berkeley. Looks at how Cal's remediation efforts balanced the age old question of access and excellence in higher education.

Article in Houston Chronicle, funded through Hechinger Institute, on the challenge of remedial education in Texas. Emphasizes need for reform in delivery of remedial education.

Blog entry from Texas Community College Teachers Association on recommendations from Texas Senate Committee on Higher Education. The report offers recommendations on developmental Education.

Documents how much and what kinds of remedial coursework students take; examines the effects of taking remedial courses on graduation rates and time to degree; explores whether some kinds of remediation are more consequential than others; assesses the effects of remedial coursework completion on degree completion; and suggests implications for policies about remediation. (Paul Attewell, David Lavin, Thurston Domina and Tania Levey, Journal of Higher Education, Education, September/October 2006)

Discusses a meeting of faculty members from the unions of public colleges from 21 states to launch a campaign to assure the future of higher education. Participants reviewed a set of organizing principles contained in a draft document called "Quality Higher education for the 21st Century." (Inside Higher Ed, 01/24/11)

Article discusses growing resentment of public employees and union workers. Higher education faculty organizations are meeting to discuss concerns and to review draft of California Faculty Association's, "Quality Higher education for the 21st Century." http://qualityhighered.wordpress.com/
(Inside Higher Ed, 01/21/11)

From CLASP: Beyond Basic Skills describes strategies that can be used to strengthen connections between basic skills education and postsecondary education to help lower-skilled adults and out-of-school youth attain the postsecondary credentials they need to advance in the labor market. This includes state-level innovations such as: instructional strategies that provide a strong foundation in occupational skills required for jobs in the local economy; acceleration strategies that help students progress further and more quickly in education and training programs in a shorter period of time than traditional approaches, and funding formulas, assessment policies, and other administrative policies that support a statewide vision to provide adults and youth with pathways to better jobs through postsecondary education. The report also includes examples of states and local institutions that are effectively implementing one or more of these innovations.

Report from CLASP for policymakers on how to link basic skills instruction to postsecondary attainment

This research paper from the McGraw-Hill Research Foundation's paper, The Return on Investment (ROI) from Adult Education and Training contends that billions of dollars could be earned, saved and pumped back into the struggling economy as a result in investments in effective and efficient workforce development programs.

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.