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Created by the Washington State Board for Community & Technical Colleges, 2008. According to the History page, "The Transition Mathematics Project (TMP) is designed to reverse this trend by helping students successfully progress from high school math to college-level math. With the participation of high school and college math educators, TMP has identified the math skills and knowledge high school graduates need to complete college-level work...."

By Eric Hoover and Sara Lipka, in the Students section of the Chronicle of Higher Education, March 11 2013. An in-depth look at a semester of developmental writing at Montgomery College.

This edition of UPDATE focuses on partnerships, beginning with an interview with Dr. Gene Bottoms, founder of High Schools That Work (HSTW). Dr. Bottoms provides important insights into the ways partnerships were used to create HSTW, as well as the ways they are necessary to involving high schools and community colleges in the implementation of Programs of Study. This volume also includes two invited articles, one by Dr. Pamela Eddy, College of William and Mary University, and Dr. Marilyn Amey, Michigan State University, that give OCCRL readers a glimpse into their new book on partnerships and collaboration, and a second by Dr. Louise Yarnell, who shares a model that she and her colleagues at SRI are developing for the Advanced Technological Education (ATE) program of the National Science Foundation (NSF).

by Jon Marcus on The Hechinger Report, December 26, 2011. Open University, a successful British online public university to be used as a model in the U.S. The goal is to help students who are intimidated by higher education adapt to and succeed in college. Next Generation Learning Challenges, a Gates funded initiative, will adapt two free Open University, at-your-own-pace online courses for use at about a dozen U.S. colleges and universities this academic year: one to help students be more comfortable with math so they do better on placement tests or move more quickly through remedial courses, and another to teach students skills to prepare them for college.

by Rose Asera, October 2011. Full report available to download. Case study report describes Virginia's process of redesigning developmental education system-wide. To start, developmental mathematics will be taught as a series of nine one-credit modules, with students taking only the modules they need. (originally bookmarked in GPG group)

By Evan Weissman, Dan Cullinan, Oscar Cerna, Stephanie Safran and Phoebe Richman, with Amanda Grossman. National Center for Postsecondary Research (NCPR) Teachers College Columbia University. February 2012. Link to full report at the bottom of the summary on this page. The colleges in this study are two of six in the NCPR Learning Communities Demonstration, in which random assignment evaluations are being used to determine the impacts of learning communities on student success. NCPR has presented finding from all six colleges. They show that when one-semester learning communities have impacts, they tend to be concentrated in the semester in which students are enrolled in the program. Another report, a final one will be released in 2012. That report synthesizes the findings across all colleges studied and includes an additional semester of student follow-up at each college.

Developmental Education - Beyond Remediation through Maricopa Center for Learning and Instruction. "The purpose of the Summer Institute is to give those who work with developmental students the theory and practical applications to improve the success, retention, and persistence rates of their students."

ALP at Community College of Baltimore County, Conference dates: June 24th-25th, 2010.

On Faculty Inquiry Network. This page links to an article written by Katie Hern and Myra Snell for RP Group's statewide newsletter, Perspectives. The article, Exponential Attrition and the Promise of Acceleration, June 2010, argues that attrition can be guaranteed in long developmental sequences and presents evidence that one semester, open-access courses are a way to increase student completion rates in college-level English and math.

By Clifford Adelman, Senior Research Analyst, U.S. Dept of Education, 1999. This article is included in the literature review conducted by SRI (evaluation team) for the summer 2010 Institute. For access to the full monograph, see link in first paragraph.

Full text of this article is available in GSCC Polilogue. Login required.

By Paco Martorell and Isaac McFarlin, Jr.; this version is the working paper with appendices, April 2010.

Full text of this article is available in GSCC Polilogue. Login required.

By Juan Carlos Calcagno and Bridget Long, originally published as NBER Working Paper No W14194, July 2008. Here, the article is part of the Social Science Research Network (SSRN). This link provides a brief abstract and citation information. Full article is available for purchase, and may be available through your local library.

Full text of this article is available in GSCC Polilogue. Login required.

By Carol Pogash, from the Bay Citizen; published in the New York Times, June 24 2010. This story looks at City College of San Francisco (CCSF), a community college with a particularly long sequence of remediation courses. A trustee made a controversial recommendation that the sequence be shortened.

By Dian Schaffhauser in Campus Technology, August 1 2010. This article first frames the issues around developmental education, and then argues that technology alone is not enough to achieve desired completion rates. Faculty play a key role, and students must also learn to use technology effectively.

Hosted by the Research & Planning Group for California Community Colleges in Cosa Mesa, CA, October 6-8 2010.

RA to attend this conference

The National center for Postsecondary Research (NCPR) at Teachers College, Columbia University, hosted this conference, September 23-24 2010. Downloads of all presentations are available from this site,as are some conference videos.

PA attended this conference.

By Liz Willen on The Heckinger Report, October 29, 2010. Remedial education is often an obstacle to college completion. Students required to take developmental courses become frustrated and are more likely to drop out than those who don't have to enroll in these courses. Research is underway to identify alternative models.

Trudy Smoke, Published in Journal of Basic Writing, Vol 20, No 2 Fall 2001, pages 88-96. This bookmark is to the citation in ERIC. Article is available through the ProQuest Research Library database.

By Galbraith, Michael W. and Melanie Jones. In Journal of Developmental Education; 30.2 (2007): 20-27. This was one of the pre-camp reading assignments, and is available on Polilogue. Article is available for purchase or may be available through document delivery in your college's library.

By Chung, C.J. In Journal of Developmental Education; 28.3 (2005): 2-11. This was one of the pre-camp reading assignments, and is available on Polilogue. Article is available for purchase or may be available through document delivery in your college's library.