GettingPastGo

Basic Skills for Complex Lives details five principles for creating powerful classrooms and offers a new vision for professional development. Included are recommendations drawn from the work of the 11 community college campuses that participated in SPECC-a three year, multi-site, action research project of the Carnegie Foundation and The William and Flora Hewlett Foundation. (Carnegie Foundation for the Advancement of Teaching, 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)

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)

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)

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

Southern Regional Education Board Meeting outlining key principles for developing stronger secondary academic standards for both college and career readiness

Governor Jindal's proposal to reform higher education in Louisiana. It includes a proposal to move developmental education exclusively to the community college. It is consistent with recommendations proposed by the Louisiana Postsecondary Review Commission that were released in early February.

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

This brief analyzes the costs of remedial education to institutions and students. The report addressed three key questions: What is the extent and magnitude of remedial course enrollment in Ohio? What are the consequences of remedial course needs, in term

Montana report for the Making Opportunity Affordable project. Addresses several issues to include remediation and developmental education participation.

Under the I-BEST model, basic skills instructors and college-level career-technical faculty jointly design and teach college-level occupational courses for adult basic skills students in both these areas. This paper presents findings from a study on the o

Wonderful research on the success of the I-BEST model. I-BEST is maybe the best example on how to effectively use data to assess the need for reform and the impact of the reform. It is a model that other states should consider strongly.

Assesses the impact on enrollment pathways and academic milestones on student success, as part of a larger study. The report finds that enrollment pathways are an effective strategy for adult students and academic milestones are more effective for younger students. The researchers used data from students at Florida community colleges. (Juan Calcagno, Peter Crosta, Davis Jenkins and Thomas Bailey; Community College Research Center, 2006)

This piece is great for outlining the basis of the recent movement toward "momentum" points in postsecondary education.

This policy brief examines the limitations of current assessments to determine student placement into developmental studies courses. Special attention is given to the GED as it relates to postsecondary readiness. The report recommends that the adult educa

Montana's Making Opportunity Affordable project focused on 2-year institutions.

The Lumina Foundation for Education's Initiative to increase the productivity of postsecondary education by developing policies and strategies that result in higher college completion rates at lower costs to taxpayers, students and institutions.

"The Imperatives for Change (IFC) Baseline Report is the culmination of a year of collaborative work among MDHE staff, institutional leaders and staff, and other valued stakeholders. The Baseline Report establishes the starting point for Missouri's statewide strategic plan for higher education, and includes four sections that contain baseline data information, expanded data and analysis, technical methodologies and data definitions, and institutional-specific performance measures selected and agreed upon by public two-year and four-year institutions."

"The work of the CAI is part of the Missouri Department of Higher Education strategy to increase participation in higher education and to smooth pathways for students entering into and progressing in higher education. The goal of this work is to improve the college readiness of high school students throughout Missouri. CAI is also driven by the work of the Mathematics, Engineering, Technology, and Science (METS) Coalition, as well as the P-20 Council and the Director of Education and Workforce Innovation. "

"At the direction of the Coordinating Board for Higher Education, the Missouri Department of Higher Education (MDHE) carries out the goals and administrative responsibilities for the state system of higher education."

"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. "