GettingPastGo

The task force's final report identifies ways to strengthen the governance of Ohio's adult learning system; ensure that its structures, programs and funding are aligned with employers' workforce needs and learners' expectations; and improve the performance and productivity of Ohio's talent development system with instructional programs that capitalize on best practices, state-of-the-art technology and high-quality teaching. (Final Report of the Ohio Advisory Committee on the Transfer of Adult Career-Technical Programs, June 2008)

Explores barriers adult basic education students face in obtaining postsecondary credentials. The authors offer suggestions to policymakers that can be used to improve the outcomes for ABE students based on lessons learned from three state-level policy initiatives: Bridges to Opportunity, Breaking Through and Shifting Gears. The paper also provides specific suggestions for federal support of similar efforts. (James Jacobs & Pamela Tolbert-Bynum -Community College Research Center, Columbia University, June 2008)

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.

Summarizes the objectives of and lessons learned from Washington's Integrated Basic Education and Skills Training (I-BEST) program. The program pairs English as a second language (ESL)/adult basic education (ABE) instructors and professional-technical instructors in the classroom to concurrently provide students with literacy education and workforce skills. (Washington State Board for Community and Technical Colleges, December 2005)

From CLASP: Beyond Basic Skills describes strategies that can be used to strengthen connections between basic skills education and postsecondary education to help lower-skilled adults and out-of-school youth attain the postsecondary credentials they need to advance in the labor market. This includes state-level innovations such as: instructional strategies that provide a strong foundation in occupational skills required for jobs in the local economy; acceleration strategies that help students progress further and more quickly in education and training programs in a shorter period of time than traditional approaches, and funding formulas, assessment policies, and other administrative policies that support a statewide vision to provide adults and youth with pathways to better jobs through postsecondary education. The report also includes examples of states and local institutions that are effectively implementing one or more of these innovations.

Report from CLASP for policymakers on how to link basic skills instruction to postsecondary attainment

ALP is in innovative approach to basic writing programs that accelerates basic writing students through their developmental writing course and English 101 in one semester. ALP builds on the strengths of earlier approaches such as mainstreaming, studios, learning communities and bridge programs.

The Web site for the Accelerated Learning Program at the Community College of Baltimore County. The program is an extremely effective strategy for moving students placed into developmental English into college level English courses and providing additional academic support

When black students reflected on the idea that everybody, regardless of race or ethnicity, initially struggles to adjust to college, their academic performance and longer-term well-being benefited, according to a paper published on Thursday in the journal Science.

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.

Article mentions a task force's recommendations that cover P-20 issues and include mandating a high school diploma or equivalency for everyone under age 21. The recommendations aim to better prepare students for success in college or careers. A final report is due to the legislature by April 1. (Anchorage Daily News, 03/10/11)

Benchmarks set by College_Board for PSAT on college readiness

College Board study on developing multi-dimensional college ready benchmarks

2007 study on the scores that predict college readiness on SAT

Story on high percentage of Louisiana students who require remedial education

Story in the large increase in remedial enrollments at CUNY institutions with a particular emphasis on those that are three levels below college level.

Declares that the mission of higher education includes achievement of the following by 2025: 40% of adult Oregonians have earned a bachelor's degree or higher; 40% an associate's degree or postsecondary credential; and the remaining 20% at least a high school diploma.

Discusses the increasing number of students at CUNY that require remediation, including those with deficits in multiple subjects. (NYT, 03/03/11)

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)

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.

An analysis by the Michigan Department of Education shows that at more than half of high schools, fewer than 10% of students graduating this spring are college ready. For the first time, state data measures the extent of college readiness at every high school. (Detroit Free Press, 02/21/11) Also See: http://www.michigan.gov/documents/mde/Many_Michigan_high_school_grads_not_ready_for_college_346220_7.pdf

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.