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The Virginia agencies responsible for secondary and postsecondary education have approved an agreement on the performance expectations in English and mathematics high school graduates must meet to be successful in freshman-level college courses or career training.

Article mentions a task force's recommendations that cover P-20 issues and include mandating a high school diploma or equivalency for everyone under age 21. The recommendations aim to better prepare students for success in college or careers. A final report is due to the legislature by April 1. (Anchorage Daily News, 03/10/11)

This paper explores the power of personality traits both as predictors and as causes of academic and economic success, health, and criminal activity.

"Some of the conclusions from the review include: * Assessments appear to be more successful in placing academically prepared students than in placing academically underprepared students. * Students who narrowly miss an assessment "cutoff" score and who complete remedial courses are no more likely to complete credit coursework than students with similar scores who continue straight to credit coursework without taking remedial classes first. * Multiple measures for placement, such as high school transcripts and written essays in addition to assessments, may improve placement accuracy, as might the use of more diagnostic and affective assessments. "What we found is that assessment does not appear to be an effective means of placement for all students," said Dr. Hughes. "States may want to do more research in this area before relying too much on one measure, an assessment score in this instance, for placing community college students.""

Examines the validity of placement tests and high school information in predicting course grades and college performance. Finds that the ACCUPLACER and COMPASS placement tests do not yield strong predictions of how students will perform in college. In contrast, high school GPAs are useful for predicting many aspects of students' college performance. (Community College Research Center, February 2012)

Describes Getting Past Go's policy framework for how states can more effectively integrate reforms to remedial education policy into efforts to increase college attainment rates. The framework centers on four key policy levers: assessment and placement; data and reporting; delivery of instruction; accountability and continuous improvement; and funding. The report also summarizes the goals and activities of the GPG project. (Bruce Vandal, Education Commission of the States, May 2010)

Resource shared at the GPG Workshop on Remedial Education in Nashville, TN on October 5-7, 2010

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

This forum held by the American Youth Policy Forum (AYPF) will spotlight community colleges that address the challenges of developmental education and produce best practices for supporting students' progress toward degree completion. The forum will be held Monday December 13th. Speakers Peter Adams and Elaine Baker have worked with ECS and Getting Past Go in the past.

The paper shows how three community colleges used the Achieving the Dream model of institutional reform to implement best instructional approaches for developmental education courses. The paper also examines how other community colleges may use evidence of success at these institutions as an indication of the utility and scalability of the Achieving the Dream model.

Case study of three institutions that used the Achieving the Dream process to develop and institute changes in developmental education

Story on American Youth Policy Forum event on developmental education featuring the Accelerated Learning Program at Community College of Baltimore County and the FastTracks program at Community College of Denver

Completion status and outcomes

The Office of Research and Policy Analysis (RPA) is the research arm of the Board of Regents, analyzing higher education and related state and national policy issues and their impact on the University System of Georgia. Reports in this section analyze success of students in developmental education courses as a means for evaluating their "Learning Support" Programs

Article on how a tribal four-year institution focused on developmental education through a Academic Success department

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 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)

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)

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 author describes the experiences of three states that reviewed their placement assessment policies. The report encourages states to consider college placement policies as part of a broader vision of college readiness. (Michael Lawrence Collins, Jobs for the Future, 2008)

It's Not About the Cut Score: Redesigning Placement Assessment Policy to Improve Student Success is an Achieving the Dream Community Colleges Count and Jobs for the Future Policy Brief written by Michael Lawrence Collins, program director for Jobs for the Future's Youth Transitions Cluster, July 2008.

Resource shared at the GPG Workshop on Remedial Education in Nashville, TN on October 5-7, 2010.

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"

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)

The final report of an Arkansas task force offers recommendations for increasing the number of citizens holding bachelor's degrees by 2015. One of the eight core recommendations focuses on decreasing remediation rates. The report also provides background