GettingPastGo

Discusses actions for state policymakers to take to strengthen their P-20 data systems to increase college and career readiness. (Data Quality Campaign, January 2012)

The study provides evidence on the potential efficacy of a contextualized intervention approach to helping students develop an important academic skill, written summarization. (Center for Community College Research, January 2012)

Summarizes states' efforts to provide information on success of K-12 students after high school, such as postsecondary enrollment, remediation, persistence and degree completion. (Data Quality Campaign, December 2011)

Masschusetts Gov. Deval Patrick unveiled a plan to unify the state's 15 community colleges and give the board of higher education more oversight of the campuses. The plan also intends to strengthen the role of community colleges in workforce development.

A framework for reform in higher education. Provides a vision for what higher education should be accountable for and suggests that the federal government play a strong role in that accountability

"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."

This report proposes a new opposing forces framework for understanding the dysfunction of the developmental system. Looks at three sets of opposing forces: system-wide consistency versus institutional autonomy; efficient versus effective assessment; and promotion of student progression versus enforcement of academic standards. (Center for Community College Research, November 2011)

Describes Virginia's process of redesigning developmental education across the state's 23 community colleges and 40 campuses. By 2013, developmental math will be taught as a series of nine one-credit modules. Developmental English will be taught as a tiered subject, integrating academic reading and writing. (Jobs for the Future, October 2011)

Discusses the early findings of eight developmental summer bridge programs in Texas. (MDRC, October, 2011)

Ohio is shifting remedial education to community colleges and soon will no longer fund these courses at most four-year institutions. The shift, along with efforts to ease credit transfers between institutions, are meant to save students money. Ohio also will be developing standards for college readiness. (Dayton Daily News, 10/09/11)

Study by MDRC looking at the assessment and placement practices of three community colleges. Findings include tremendous variations in approaches to assess and place students in remedial education.

Examines data from Washington State to chart the educational pathways of first-time community college students, with a focus on those from disadvantaged backgrounds. Looks at rates at which students enter a program of study or concentration, amount of remediation taken by students, and rates at which students earn certificates or associate degrees, or transfer to four-year institutions. The paper makes recommendations for practitioners and policymakers. (Community College Research Center, September, 2011)

Task force report recommends sweeping changes to how community colleges are run. Proposed changes include revamping or tweaking online education, K-12 partnerships, remedial education, tuition pricing, the funding formula and the colleges' governing system, among others.

Taskforce focused on developing policy and practice around remedial education.

Webinar by Katie Hern of Chabot College and Myra Snell of Los Medanos colleges on their work to accelerate developmental math, reading and writing at their colleges. Includes data and insights on how to redesign courses.

§21.4200 Federal Department of Veterans Affairs Definitions for veterans receiving benefits for education and training. Key definitions are (s) deficiency course (t) remedial course.

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.

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.