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Press release announcing Zane State's grant award as part of the Developmental Education Initiative

NEA Grant Committee on Distance Education developed the following policy and bargaining benchmarks having to do with distance education

"The Importance of Minority-Serving Institutions January 16, 2012, 7:53 pm By Marybeth Gasman This past week the Institute for Higher Education Policy released a report titled The Role of Minority-Serving Institutions in National College Completion Goals. The report urges the nation to look closely at minority-serving institutions (MSI's) and their work with underrepresented minorities for clues on student learning and student success. It also emphasizes the role of MSI's in educating a disproportionate number of low-income and first-generation students. Nearly 98 percent of the black and Native American students who attend MSI's are eligible for need-based financial aid. Moreover, almost 50 percent of MSI students receive Pell Grants in comparison to all students. These students, according to countless research studies, are some of the most difficult to retain and graduate as they have less access to quality education and opportunities."

The State Regents prescribe academic standards of higher education, determine functions and courses of study at state colleges and universities, grant degrees, and approve each public college's and university's allocations.

Describes Project DEgree pilot at Durham Tech. Project DEgree administered by Gateway to College National Network and funded through grant from Gates Foundation. Model uses evidence-based best practices, cohort-based model and supplementary student service support. Program retention rate of 92% (23 of 25).

Under the LA Grad Act, four-year institutions agree to achieve certain standards in exchange for authority to increase tuition. The performance objectives are aimed at improving college completion and meeting the state's workforce and economic development needs. One performance objective - efficiency and accountability - requires four-year institutions that enter into agreements to eliminate remedial education course offerings and developmental study programs unless such courses or programs cannot be offered at a community college in the same geographic area.

The Basic Skills Initiative (BSI) was a grant funded initiative from the California Community Colleges Chancellor's Ofice. The goal of this project was improving student access. Resources include a basic skills handbook, and literature reviews.

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)

Like GSCC, NCAT was also the recipient of a Gates Foundation emerging technologies grant. NCAT will redesign developmental math courses in community colleges integrating technology and learner-centered pedagogy.

Story documenting the Gates Foundation's commitment to improve remedial education in community colleges.

Piece from Kati Haycock from Ed Trust on the movement to push more students, particularly low-income students toward two-year institutions and the potential impact on bachelor's degree attainment. This could be useful piece for the push to move remedial education exclusively to community colleges.

Article discusses role education technology companies are playing in providing "adaptive" developmental courses. (Inside Higher Ed, 03/10/11)

Article detailing the momentum around instructional technology in the wake of political pressures to increase completion rates and foundations offering grants to effect the same.