GettingPastGo

Annual survey summarizes whether states and the District of Columbia have adopted standards, graduation requirements, assessments and accountability systems aligned to the expectations of two- and four-year colleges and employers. (Achieve Inc., January 2011)

CCRC designed a study to address the following question: What student characteristics, course-taking patterns, and other factors are associated with higher probabilities that students who require remediation will take and pass college-level math and English?

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)

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

CFR 21.4267 - articulates terms under which a veteran can access benefits for independent study. Policy states clearly that students can not access benefits for remediation that is delivered as independent study.

Network for supporting Adult Basic Education providers

The NCTN supports Adult Basic Education staff, programs and state agencies in establishing and strengthening ABE-to-college transition services through technical assistance, professional development, collegial sharing, advocacy and increased visibility for this critical sector of the adult basic education system.

ACT's College Readiness Benchmarks are the minimum ACT test scores required for students to have a high probability of success in credit-bearing college courses-English Composition, social sciences courses, College Algebra, or Biology.

Story in the Achieving the Dream initiative newsletter on the North Carolina math redesign

Presentation from Katie Hern and Myra Schnell to the California Community Colleges Support Network on the success of accelerated models in reading, writing and math. Presents different acceleration models, data on impact, process for developing an accelerated program.

Report from Center for Education Policy that surveyed state and district leaders on implementation of common core standards. Findings show that states are a long way from implementation

Looks at the current demographic realities and the need to better serve adult students. Offers some policy and strategic recommendations to include career pathways, contextualized instruction for basic skills, etc.

The EXPLORE program is designed to help 8th and 9th graders explore options for their future.

Summarizes findings from VCCS' effort to improve the rates at which students complete developmental coursework and advance to take and pass college courses, particularly the initial college-level, or "gatekeeper," math and English offerings. (Community College Research Center, November 2009)

Paper from Jobs for the Future looking at three models for redesigning developmental math.

Paper by Davis Jenkins finds that students should take their remedial education courses as part of a focused program of study, rather than as a stand alone academic activity.

The paper offers suggestions for ways community colleges can rethink their practices at key stages of students' engagement to substantially increase rates of program entry and completion. (Community College Research Center, January 2012)

Research on community college student engagement in mathematics. It examines how instruction is delivered and student response to various delivery models.

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

Report on a statewide developmental education survey conducted by TX Higher Education Coordinating Board

Provides data on several developmental education topics, including academic advising and support services; academic performance; college readiness assessments; faculty development; and course delivery. (Texas Higher Education Coordinating Board, 2010)

Examines the assessment and course placement practices across California's community colleges for incoming students and recommends strategies for overall improvement. (WestEd, September 2010)

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

Summarizes the findings and recommendations of the Developmental Education Task Force that was charged with identifying steps the Virginia Community College System could take to increase the success of students that require remedial education. (Virginia Community College System, September 2009)

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

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

Presents recommendations to refocus the goal of developmental mathematics to prepare students to do college work and to enhance student support services surrounding the delivery of developmental mathematics. (Virginia Community College System, May 2010)

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

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