GettingPastGo

New program at City University of New York for community college students that is intended to prepare students before enrollment so as to reduce remediation and college readiness. Tries to simulate a traditional four-year environment at a two-year school

This analysis focuses on four different types of interventions for improving students' progress through remedial education and into college-level courses, including (1) strategies that help students avoid developmental education by shoring up their skills before they enter college; (2) interventions that accelerate students' progress through developmental education by shortening the timing or content of their courses; (3) programs that provide contextualized basic skills together with occupational or college-content coursework; and (4) programs that enhance the supports for developmental level learners, such as advising or tutoring.

COMPASS is an untimed, computerized test that helps evaluate skills for placment into appropriate courses. Created by ACT

Powerpoint from Dr. Tom Bailey illustrating the data on student progression and success in remedial education.

I suggest people look at slide 8 in the presentation that shows the lack of success for students who are three levels below college level in math. Only 10% complete a college-level math course. Bailey concludes that we know very little about why students don't succeed when so far below college level - but it appears the sequence of courses that students have to take allows too many students to drop out of the system.

This issue of the Progress of Education Reform published by ECS summarizes recent research on the college success of students who enroll and complete developmental education.

Completion status and outcomes

The Office of Research and Policy Analysis (RPA) is the research arm of the Board of Regents, analyzing higher education and related state and national policy issues and their impact on the University System of Georgia. Reports in this section analyze success of students in developmental education courses as a means for evaluating their "Learning Support" Programs

"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. "

§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.

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)

ECS analysis of state remedial education reports

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.

The newspaper article from the Albany Times Union details the efforts of the State Assembly's Committee on Higher Education. The committee has reviewed college readiness and completion data from SUNY institutions. The committee drew a link between underprepared students and its influence on the workforce and state's economic viability.

This newsletter, produced for the Achieving the Dream initiative, provides a brief analysis of data collected by the initiative. It includes several issues dedicated to developmental studies. (JBL Associates, Quarterly, November/December, 2008)

Provides a summary of key findings from the literature on effective developmental education practice. Descriptions of promising practices are grouped into the following categories: program management and organization; assessment, instruction, and curriculum; student supports; faculty; and public policy. (Wendy Schwartz and Davis Jenkins, Community College Research Center, Teachers College, Columbia University, September 2007)

Washington's Student Achievement Initiative measures student progress for the incremental gains made that lead to college success. These measures, called momentum points, are in four categories: improving preparation for college-level courses, building towards a year of college credit, completing college math, and completing certificates, degrees and apprenticeships. This paper describes the success of basic skills students in transitioning to college-level classes, and the momentum they gain towards college success. (Washington State Board for Community and Technical Colleges, January 2008)

The Virginia Community College System (VCCS) is engaged in a strategic planning process to improve performance. A key objective is to encourage colleges to improve retention and academic success for unprepared students. This report presents the main findings from a study of VCCS developmental education and outlines suggestions to attain the strategic plan goals. (Josipa Roksa, Davis Jenkins, Shanna Smith Jaggars, Matthew Zeidenberg & Sung-Woo Cho, Community College Research Center, November 2009)

This issue brief describes how the 15 states participating in the Achieving the Dream project have concentrated their policy efforts on four key areas: preventative strategies, assessment and placement, implementation and evaluation of program innovation,

Taskforce focused on developing policy and practice around remedial education.

With support from the Fund for the Improvement of Postsecondary Education (FIPSE), the Tennessee Board of Regents (TBR) has established a new system-wide initiative to redesign its developmental math and English curriculum using technology- supported, active-learning strategies.