GettingPastGo

Evaluation of the SUN project in the Colorado Community Colleges. Initiative was intended to better prepare and transition adult education students into community college programs.

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

Examines developmental education best practices and policies within Massachusetts' 15 community colleges. It presents findings, recommendations and resources to assist the community colleges in improving the success of academically vulnerable students within and beyond developmental education. (Massachusetts Community Colleges Executive Office, June 2009)

Partnering with six community colleges, MDRC developed and evaluated four distinct programs based on the following approaches: financial incentives, reforms in instructional practices, and enhancements in student services. (MDRC, March 2011)

Automated essay scoring (AES) has many benefits such as immediate grading, reliable reporting, and diagnostic feedback. While automation poses certain operational and technical challenges, more states are adopting AES for both formative and summative assessments. This presentation presents empirical data from the state of West Virginia online writing assessments on the reliability and validity of machine scores.

Piece on how assessments can be more effectively employed for remedial education

The task force will identify ways to strengthen the education pipeline, improve student college preparation, decrease the need for college remediation, improve access to financial aid, increase retention and graduation rates, address data and tracking needs, and ultimately support economic development.

This guidebook is a result of partnerships between numerous companies, literacy agencies, and trade associations involved with manufacturing and exports in Canada. The guidebook is divided into two sections. Literacy & Essential Skills in Business provides information and facts about Canada's efforts to improve literacy and essential skills in the workplace. The second section is a workbook providing tools for workplace assessments, checklists and usable templates to initiate a workplace literacy program. There is also a very useful appendix with additional resources.

Paper outlining the outcomes from the first year of implementation for the DEI initiative.

The Tennessee Board of Regents (TBR) established a new systemwide initiative to redesign its developmental math and English curriculum using technology-supported active-learning strategies. The goal was to achieve improvements in learning outcomes as well as reductions in instructional costs. This effort was undertaken in collaboration with the National Center for Academic Transformation (NCAT), building on the successful models and lessons learned from NCAT's Program in Course Redesign and Roadmap to Redesign.

The GED testing service has just published Crossing the Bridge: GED credentials and Post Secondary Educational Outcomes. This is a baseline report that follows GED graduates from 2003 (first cohort of the new test) and their enrollment, persistence, and graduation from post secondary institutions. It compares this group with the high school diploma and general population for the school's attended. This is the first year report of a 3 year project to provide a cohort of students with targeted instruction, GED passage, career exploration, and college readiness. The GED administered will be a prototype using the national State College Readiness standards.

Analysis of ACT and 10th-grade CSAP scores shows that students needing remediation in their first year of college could have been identified by an examination of assessment results as early as 6th grade. The Colorado departments of K-12 and higher education jointly developed a description of postsecondary and workforce readiness. (Colorado Department of Education and Colorado Department of Higher Education, March 2011)

Video presentation from Uri Treisman on the Dana Center and Carnegie Foundation on their efforts to create multiple pathways from high school to postsecondary education in math

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.

Portland Community College encourages students to forgo traditional developmental education courses and instead use learning labs and tutoring to address their developmental education needs.

Brief by the Alliance for Excellent Education that improved high school readiness will reduce remediation rates and save states money.

The report from the Community College Research Center studies the validity of developmental education assessments in predicting retention and student completion odds. While many have focused on instructional innovations, few have studied the empirical power of assessments to predict future performance.

adults without basic reading or math skills return to school for basic skills in KY. Programs teach job skills and workplace vocabulary and encourages dual enrollment in ABE and community college.

Annual remedial report includes data on participation, student success and cost, as well as high school feedback data. This year's report includes detailed graduation information for remedial students. (Colorado Commission on Higher Education, February 2011)

Community College Times page for stories on developmental education