Grant Reports


Faculty Sharing

Faculty have created the following D2L shells to share ideas, information, curriculum, and examples of what they are doing with the redesign. Please feel free to contribute your ideas to these sites too.

Math Desire2Learn: username is “Math” and the password is “31415161” to access the course. Once there, use the drop down at the top of the screen to choose the CCCS Developmental Math Resources.

CCR Desire2Learn: username is “English” and the password is “adjective” to access the course.




Advising Recommendations for Implementing the Dev Ed Redesign at Your College

Soft Landing and CCR091


Approaches for CCR 092 and 094

Integration of reading and English presentation

Cause and effect documents

Compare and contrast documents


CCR093 Studio D


CCR094 Studio 121

Arapahoe Community College

miniACCCollege Prep Task Force

  • The College Preparatory Task Force is co-chaired by the Dean of Math, Business and Technology and the Dean of Liberal Arts and Professional Programs. The purpose of the Task Force is to improve student success and retention within college preparatory courses; most of the initiatives within this report are products of the Task Force. Members of the task force include the full-time faculty from Math, Reading and English.
  • One of the most important initiatives that has sprung from the College Preparatory Task Force is College Preparatory Quarterly Meetings. College preparatory faculty, instructors, and instructional deans meet quarterly for facilitated meetings which focus on best practices, questions pertaining to the college preparatory student population, and best classroom practices for teaching and assessment. The meetings are planned and facilitated by Math faculty member, Tracy Lawrence, and Reading/English faculty member, Michelle Van de Sande.
  • At least once per year, ACC hosts a developmental/college preparatory faculty team from one or more CCCS institutions to compare and benchmarks strategies. This professional development opportunity has resulted in important strategies and professional relationships for ACC’s college preparatory faculty and instructors.

Strategic Initiatives

  • At Arapahoe Community College, student success and retention are important priorities, as is maintaining academic integrity. College preparatory classes are viewed as a pipeline; all classes are conducted with appropriate academic rigor, and only those students who are prepared to pass the next course within a given sequence will pass. The following specific initiatives are currently underway to positively impact student success and retention in college preparatory courses.
  • There are many initiatives currently underway at Arapahoe Community College to positively impact student success and student retention in college preparatory classes. These initiatives fall into three categories: instructional methods, supplemental instruction, and instructional assessment.

Instructional Methods

  1. Late Start ESL College PreparatoryIn recent years, ESL students scoring in the developmental range on the Accuplacer assessment were placed in college preparatory classes that correlated with their Accuplacer scores. Beginning Fall, 2011, ACC will reinstate college preparatory English and reading courses for ESL students to accommodate the growth in the ESL population of its service area. It is expected that this will increase the success and retention rates of students for whom English is not the native language. These courses will be marketed through local immigrant service organizations and libraries.
  2. Pipeline Courses (Accelerated Format)In Spring, 2010, MAT 099 was offered as a “piggy-back” course to an independent section of MAT 121. MAT 121 runs from 5 – 6:50 p.m. MW nights and the associated MAT 099 runs from 7 – 8:50 p.m. Students who are enrolled in both courses learn MAT 121 material during the first two hours and receive supplementary instruction to “catch them up” during the last two hours of each evening. The only students in the “pipeline” section of MAT 099 are students concurrently enrolled in a designated section of MAT 121; however, MAT 121 is a regular course comprised of pipeline students and other students. The dean funded MathXL for the pipeline students, who used a combination of MathXL, textbook exercises and tutorial websites. 15 students participated in the MAT 099/MAT 121 pipeline course. 13 of the 15 pipeline students successfully completed both classes in a single semester rather than the two semester traditional format.During the fall semester of 2010 ACC offered pipeline sections of MAT 090 and MAT 099, (8 credits total). The students in this pipeline are a cohort meaning they are the only students enrolled in both sections. Of the 11 students enrolled, 1 withdrew from both course, 10 passed 090 and 9 passed 099. For Fall 2011 we have modified this to a 5 credit special topics course. Accelerated offerings of MAT 030 and MAT 060: 206 total students: 53 enrolled in the 5 week MAT 030 and 153 enrolled in the 10 week MAT 060. This was 10% of all fall students that participated in the accelerated format. Students were able to complete both MAT 030 and MAT 060 in a single semester and the success rates were comparable to the full semester offerings. 80% of the MAT 030 students continued on to take MAT 060 as compared to 65% of the full semester MAT 030 students who enrolled in MAT 060 the next semester.

    Course Duration (Weeks) Total Classes Total Students % Pass
    MAT 030 5 3 53 64%
    MAT 030 10 9 177 68%
    MAT 030 15 10 218 69%
    MAT 060 10 8 153 73%
    MAT 060 15 20 356 75%

    Both the math and English departments are offering an accelerated 090-to-121 cohort class. Students scoring on the upper end of the 090 Accuplacer range may opt to enroll in an accelerated 090 class, followed by an accelerated 121 class. This scheduling format allows students to complete both courses in one semester. Math has offered this format with some success and English will begin offering this format in Fall 2011.
  3. Sequential Staffing/Cross-PromotionCollege preparatory faculty and instructors are increasingly being scheduled to teach the following course in the prefix sequence; in other words, an instructor who teaches REA030 in the fall will likely be scheduled to teach REA060 in the spring. This enables the instructor to promote his/her spring course to current students, and provides students with consistency in instructional style from one course to the next.
  4. FLEX Math ClassesArapahoe Community College now offers MAT 030, 060, and 090 in the FLEX format. In a cross between traditional class and independent study, students have increased flexibility regarding when and where they will work and how fast they will complete course material. Students read the text and complete homework online, visiting the FLEX Lab for personal help as needed.
  5. Learning CommunitiesWe developed two learning communities integrating MAT 060 with REA 060, and MAT 090 with REA 090. These communities were designed for those students who have difficulty with math problem solving and textbook reading. The focus combined reading strategies with solving basic math applications. The MAT/REA 060 was offered on MW 11:30 to 2:15. The MAT/REA 090 was offered on TR 11:30 to 2:50. MAT/REA 060 had 8 students, MAT/REA 090 had 20 students. The students participating in the learning community had success rates of 75% in MAT/REA 090. Student evaluations also provided positive feedback on the delivery format. Students in the learning community were invested in the class, high attendance, high participation, and students made connections with the faculty. They were motivated and seem to be more successful at this time. Students in the learning community sections came to class prepared (assignments completed, participation in class) and attendance was high.

Supplemental Instruction

  1. Midday MathMidday Math is a 90-minute optional supplemental instruction for MAT 060 and MAT 090 intended to compensate for a lack of participation in the Student Success Center (our on-site tutoring area) by developmental math students and to improve the low MAT 090 success rates. Students can stop in to have a question answered, get their homework done, or strengthen specific math study skills coordinated with classroom instruction. Student feedback and attendance for MAT 090 has been positive. We plan to continue Midday Math for MAT 090 only because the success rates for this course were lower than for MAT 060, and Midday Math for that group was better attended. Midday Math: 72 total students for 261 visits. Attendance data was collected through Accutrack and students were monitored for level of success. Data shows that 80.4% of midday math students were successful in the course as compared to a college average of approximately 62%.
  2. Read, Write & RelaxBased on the successful Midday Math program, Read, Write & Relax was launched by the English faculty in Fall, 2010. The program served 20 students during its first semester; morning hours and an additional day have been added to ensure accessibility for students. This program provides individual and group help for English and reading students taking 030, 060 and 090 ENG and REA classes, and is specifically designed to help students with assignments for their College Preparatory courses. Read, Write and Relax began in the Fall 2010 semester, and is staffed by full-time English and Reading College Preparatory faculty.
  3. ENG030 Supplemental InstructionENG 030 classes are 2 credit hours, yet students in these courses often need extra class time and supplemental instruction. Since these classes are only scheduled for 50 minutes, the instructors are available and remain in the classroom to work with students for an additional 25 minutes to provide additional instruction for any students that need/want to stay. On average, at least half the class will stay for additional assistance.
  4. AAA109For many years, ACC has offered AAA090 (3 credits) as an optional course for students and as a required cohort class for First Generation Scholarship recipients. AAA101 (1 credit) was also offered as a cohort opportunity for international students. During the summer and Fall of 2010, a small group of personnel (Advising Director, Dean of Liberal Arts & Professional Programs, and AAA coordinator, in consultation with the Vice President for Instruction and Dean of Student Services) met to determine a more purposeful vision for AAA courses.It was determined that a 100-level or higher course would benefit students by providing transferable elective credits and reducing the number of developmental credit hours that a students might want or need to take. AAA109 was chosen because of its robust learning objectives and targeted intent, and will be the only AAA course offered effective Summer 2011. This course will be strongly recommended for students who have not attended high school or college classes in the past 5 years and for students who require two or more college preparatory classes, and will be a required prerequisite for students who are enrolled in REA060.


Colorado Mountain College

  1. miniCMCMath Learning CommunityThe linked PowerPoint is of our Mat121/101 learning community and it’s subsequent data.We are moving this community out to developmental math for the FA 2012. This spring this community is moving out to two additional campuses. We started with Mat 121 because we had a 50% failure rate college wide and over 700 students take this course every year college wide. It is both a barrier and gatekeeper course. At the same time, as a college we realize that moving this learning community model to developmental math will help students gain the necessary skills needed for success earlier and will allow them to transfer these skills to other classes.
  2. College Success CoursesIn this model residence hall students at the Roaring Fork Campus who test into two or more developmental courses are required to take two of these success courses. The courses are held together through a set of common skills including class participation, critical thinking and learning resources. Instructors of theme based courses must use two out of three common skills in their course. I’ve attached a description of these courses and of the common skills to this email. Many of our FT discipline faculty teach these courses which allows our developmental students the opportunity to investigate different disciplines and develop relationships with faculty in these disciplines while at the same time learning crucial meta-cognitive skills for success in college.
  3. Every year CMC has a common readerWe pay a FT developmental faculty to create a curriculum around the book that can be used in all of our developmental classes. This program helps create community through dialogue and conversation among students, staff and faculty and across academic ability levels.
  4. Paired course offeringsStudents who test between 75-80 on the accuplacer in reading are advised into two courses that are paired such as Environmental Science and Reading 151. Please see the College Success Course Descriptions for further information.
  5. Advance track Mat030/060In this program students take Mat 030 for the first half of a semester and Mat 060 for the second half. Please see the attached CSC document for further information.

Community College of Denver

miniCCDLesson Study


  • Business Plan Group Project (PDF download). The goal of this project is to use the skills and techniques of Basic Composition and Introductory Algebra to develop a business plan compatible with the guidelines set forth by the United States Small Business Administration1.
  • Business Plan Presentation Rubric (PDF download)


Front Range Community College

miniFRCCThe FRCC Math Departments on all three campuses (Westminster, Larimer, Boulder County) are doing the following:

  1. Combo Courses (MAT 030 5-weeks/MAT 060 10-weeks; MAT 060 5-weeks/ MAT 090 10-weeks).
  2. Compressed Courses (MAT 090/099 compressed to a 6-credit MAT 096) (Westminster Campus only).
  3. Mainstreaming (starting Spring 2012 – part of the CCA Grant requirements). We are taking students who score 80-84 on the Algebra portion of Accuplacer (these scores would normally put the student in MAT 099) and allowing them to register for the college-level course IN ADDITION to a one credit hour support class. (Westminster Campus only)
  4. Meeting every day, Monday-Friday, as opposed to twice a week (Larimer Campus only)

Learning Community Program – Larimer Campus

  • We have institutionalized a Learning Community (LC) program that pairs developmental writing classes at the English 090 level with courses across the disciplines such as Psychology, Philosophy, History, Anthropology, and Literature. Successful course completion rates for students in these pairings are higher than stand-alone sections of English 090, and retention rates are even more impressive. Long-term retention is especially good.
  • The goal of the program when it first began was to give our developmental students “soft landing” into transfer-level courses with additional academic support and case management with messy “life issues” that research shows is high among this group. We developed a rigorous program that doesn’t support the prevalent deficit-model of developmental education. We begin with the assumption that our students, whatever their reading and writing skills may be, bring a wealth of experience and ability with them to school. We start with what they know, and students leaving our Learning Community program have greater critical-thinking skills, better reading and writing skills, and a deeper understanding of how to approach and complete college-level course work than do students who take developmental courses in isolation. Further, Learning Communities support social bonding, which is important for students who are often isolated and disenfranchised from the college experience (commuter campus).
  • Our Learning Community program emphasizes team teaching with a cohort of students that registers for both the English and Discipline sections of each learning community. While this model has been used with success at other institutions, our innovation lies firstly in the pairing of developmental and transfer level courses. Since we are an open enrollment institution, students who assess at the developmental writing level in Composition are not prevented from taking other transfer level courses that require writing. Research and anecdotal evidence suggest that these students are less likely to enroll in developmental coursework early and will have difficulty completing transfer coursework that requires a significant amount of writing. Secondly, the creative opportunities created by a team- or co-teaching learning community model improve the educational environment for teachers and students. Our program could be replicated at any institution like ours that has a significant population of students who require remediation in reading or writing.
  • Faculty who teach in our Learning Community program first participate in a semester-long, paid training program where we look at developmental pedagogy, learning theories, and faculty compatibility. Participants observe existing LC’s, and they work with their future co-teacher to integrate assignments. LC participants are also encouraged to go through our campus Writing Across the Curriculum (WAC) program.
  • The Learning Community program has grown from two cohorts to nine. We will offer ten learning community sections in fall 2011. Based on student demand, we’ve expanded the program to include transfer composition pairings, online, and CTE programs. This semester, our LC sections were among the first to fill. We’ve completed qualitative research (focus groups) that clearly demonstrates students’ desire for more LC pairings and opportunities. We are looking to analyze more data over the summer that we believe will show LC students perform better in their transfer-level courses than students who do not take LC courses. We also believe this data will show LC students take more credits in subsequent semesters. Data we’ve already collected show that we retain LC students at a much higher rate than students who take courses in stand-alone sections.

Developmental writing LC’s for Fall 2011:

  • ENG 090 / LIT 115 (Intro to Literature)
  • ENG 090 / PHI 111 (Intro to Philosophy)
  • ENG 090 / PSY 101 (Intro to Psychology)
  • ENG 090 / HIS 101 (History of Western Civilization)
  • ENG 090 / ANT 101 (Intro to Anthropology)
  • ENG 090 / PHI 112 (Ethics) [online]

Transfer composition LC’s for Fall 2011:

  • ENG 121 / SOC 201 (Sociology of Gender)
  • ENG 121 / PHI 111 (Intro to Philosophy)
  • ENG 121 / HIS 201 (American History WWI to present)

CTE LC’s for Fall 2011:

  • BUS 101 / ACC 121 (Intro to Business and Accounting 1)

Future Plans:

  • LC advisory board (professional learning community)
  • Discipline-to-discipline LC’s
  • A culture of assessment
  • LC symposium – where LC students present capstone projects

Morgan Community College

miniMCCDevelopmental Math Activities

Pre and post tests to track proper placement, growth and ensure proficiency of the outcomes.

Using online enhancements:

  • Algebra to go
  • Khan Academy
  • Math games
  • Final review Project
  • A video production presentation teaching a topic learned in the class.

Developmental English Activity Example

Composition topics and writing formats may be expanded by several types of writing


  1. Empty backpack, purse, pockets and create characters out of the items found (descriptive narrative) or explain the purpose and value of each item (exemplification)
  2. Write about an unfinished dream or nightmare and create an ending (narrative).
  3. Tell and write “The Story of a Lie.”
  4. Complete a logic puzzle and explain the process followed in order to solve the puzzle (process)
  5. Watch a You-Tube crime scene:
    1. Write a police report (description with facts and non-emotive words).
    2. Write an eye witness account of the event (rich description and emotion).
    3. Write the victim’s account (sensory description and strong mood description)(focus: audience, purpose, tone, language, organization)
  6. Themes are chosen by the class or instructor; music with a distinct beat is played and replayed as students (with a partner or in a small group) form lyrics to the music.
  7. A poem is read and students are to write what prompted the poet to write what he or she wrote and what effect the poem had on the poet (cause and effect).
  8. Watch an inspirational You-Tube clip and write about their own response to the clip.

Pueblo Community College

miniPCCWe are piloting one course in the Spring 2012 semester for the CCA grant.

MAT 077 – Developmental Mathematics Modules (4 credit hours)

This course will allow students to work through the developmental mathematics course competencies (MAT 030, 060, 090, & 099) at their own pace, for one semester. Students will use an online mathematics software program to complete the competencies and can complete the equivalent of up to 13 credit hours of coursework. Students will be given a diagnostic exam and based on the results individualized course competencies will be setup for the student. Students will only have to complete those competencies that he/she did not exhibit mastery on. Students that score at any of the developmental math levels are qualified to take the course. The following sections are not yet in the Spring 2012 schedule, but should be soon.

  • MAT 077-001 – MW 1 – 2:45 pm
  • MAT 077-002 – TRF 8 – 9:15 am
  • MAT 077-003 – MW 5:30 – 7:15 pm

Red Rocks Community College

miniRRCCWe are running condensed ENG 060/090 pairings and ENG 090/ 121. We offer ENG 090 online. We are about to begin having tutor support in all of our 030 level classes in ENG and REA. We have DE specific tutoring services. We have a great program for students requiring 2 or more remedial classes. I will have to gather more specifics on that, College Connections, to bring to the group.

Trinidad State Junior College

miniTSJCTrinidad State Junior College Math Lab

Method of Instruction

  • Offer self-paced, individualized instruction for all developmental math classes
  • No lecture
  • Students are given assignments for the entire course at the beginning of the semester and work at their own pace, one-on-one with their instructor when they have difficulties
  • Students must pass all chapter tests with at least a 75% before they are allowed to move on to the next chapter – forced to stay on a topic until they fully understand it


  • Homework is primarily done in class so that there is an instructor there to immediately help students when they need help – avoids students becoming frustrated and giving up
  • Students don’t have to ask questions in front of a large group or wait for other’s questions to be answered before they can work on homework
  • All courses are offered at the same time in the same room with 3 different teachers so that everyone is doing their own work and not worrying about what their peers are doing
  • Designed to alleviate math anxiety/competition
  • Because students work at their own pace, they can work quickly through material that they already are familiar with but need to review. Students can complete more than one course in a semester so that they can get into college level math courses more quickly.

Extra Help

  • Have open lab times outside of class times where students can come into the Math Lab for extra help, to make up absences, or to take tests in a larger block of time and in a quieter environment
  • Free tutoring to everyone in the Learning Center
  • Have roaming tutors to help in large classes or classes with a lot of questions

Completion Rates

  • Completion Rates averaged over the last 10 semesters:
    • Math 030 – 60%
    • Math 060 – 68%
    • Math 090 – 49%
    • Math 099 – 46%


  • Have created over 90 podcasts on difficult topics/frequently asked questions
  • Created two guided math prep courses to help students brush up on their math skills and possibly test out of some developmental math classes
    • One week course for 3 hours per day of intensive math review held before the beginning of each semester to help students that tested into a low level class review/remember the concepts covered in that course
    • Students can retake the Accuplacer at the end of that course to see if they are able to move up to a higher level math class before the beginning of the semester
    • Hopefully, students completing the one credit hour guided math prep courses will not have to complete so many developmental math courses
      • The first guided math prep courses were implemented in Fall 2011
      • Fifteen students enrolled in the prep course that covered Math 030/060 content.
        • 73% of those students passed the course with an A or B
        • Six of those students chose to retake the Accuplacer upon completion of the course
        • 100% of the students that retook the Accuplacer showed an improvement on their arithmetic scores with an average test score increase of 13 points
      • Four students enrolled in the prep course that covered Math 090/099 content.
        • 100% of those students passed the course with an A or B
        • Only one student chose to retake the Accuplacer upon completion of the course and she improved her algebra score by 44 points.
  • Finish Line Scholarship



Accelerated Course

  • We offer an accelerated MAT030/060 course

The Star Center (Student Tutoring and Resource Center)

  • The developmental math students utilize the STAR Center for the online tutoring, ‘live’ tutoring, access to student and teacher approved math resources online and to view weekly study tips.
  • The developmental English student utilize the STAR Center to get tutor feedback on papers and to access helpful web resources posted by tutor.
  • The STAR Center is voluntary, but we do have an instructor who requires his students to visit the STAR Center to get help before taking their second attempt on an exam

Course Design

  • Courses are designed with ‘lowered stakes’ assessments (quizzes)
  • Quizzes are formative, not summative (emphasis is on learning parts of speech, common sentence structure issues rather than “testing for knowledge”)
  • Summative assessments are mainly dropbox items (essay papers and paragraph pieces) that assess putting language skills together into skillful, coherent pieces.
  • MyMathLab is used in the developmental math courses to provide supplemental instruction in the form of videos and step-by-step explanations to problem solutions.
  • Developmental math students have unlimited attempts on homework problems
  • Developmental math students have two attempts on their exams


  • REA 090 students’ are summatively assessed mainly via a dropbox paper expressing a guided understanding of a novel or short non-fiction book and discussions. Summative assessment is also provided via quizzes on vocabulary, organizational understanding, and answering essay questions.
  • Students are encouraged to reflect on their study habits (what works/doesn’t work) and set goals for the second half of the semester
  • Students are encouraged to state their academic goals for their course.



  • ENG090 students will have required personalized remediation/developmental study plan work in MyFoundationsLab garnered in D2L via (points-driven) assessments
  • Considering using MyFoundationsLab in an AAA course in the future


  • Utilizing mentors to provide coaching and encouragement to promote effective study skills (time management, effective planning and scheduling, discussing test anxiety, sharing resources available at the home college, etc) .
  • Mentors will also be a available to guide students to the proper resource when a personal life circumstance arises (computer crashes, daycare, homelessness, etc.)
  • ENG090 and MAT090 students will have required tutor interaction

Course Design

  • Students will have ultimate essay comparing and contrasting student opinions expressed in controversial course Discussion (Starlings in the Attic: authentic, group (course section)-specific assessment (dropbox paper/essay)
  • Students will have other essays papers due with model essays available as “touchstones” (in print and auditory formats)
  • Math exams will require student to earn an 80% or better before an exam can be taken – scheduled for SP12
  • Quality Matters – currently considering joining this organization, continually researching ways to build an effective course and best practices for online teaching

Conference Presentations and Videos

Resource Link/Download
NCPR 2012 Conference June 21–22, 2012Columbia University Faculty House, New York, NYNCPR’s 2012 national conference presented the most recent empirical work on developmental education and related efforts that address students’ poor preparation. The conference examined several major new community college initiatives and addressed the question of whether bolder reforms are needed to help more students succeed, and what these reforms might look like.
Accelerated Developmental Education SeriesMassachusetts Department of Higher Education Vision ProjectCommunity College Research CenterNikki Edgecombe, December 6, 2011

Articles and Reports

Resource Link/Download
Pass Rate in Dev/Ed Courses and Accuplacer Scoresby Matthew RysavyColorado Community College System
ACCUPLACER™ OnLine: Accurate Placement Tool for Developmental Programs? by Cindy L. James, Assessment Centre CoordinatorThompson Rivers University Journal of Developmental Education, September/October 2011
How the Other Half Tests by Susan Headden Washington Monthly, September/October 2011
Where To Begin? The Evolving Role of Placement Exams for Students Starting College by Pamela Burdman Achieving the Dream, Inc., Jobs for the Future, MDC, The Developmental Education Initiative August 2012
A Case for Deconstructive Research on Community College Students and Their Outcomes byPeter Riley Bahr, Center for the Study of Higher and Post secondary Education, University of MichiganRevised March 20, 2012
Get With the Program: Accelerating Community College Students’ Entry into and Completion of Programs of Study CCRC Working Paper No. 32January 2012
Making It Real: Contextualization for Student Success League for Innovation in the Community College2012
Five Principles of Successful Course Redesign The National Center for Academic Transformation, 2005
the literacy of america’s college students The National Survey of America’s College Students January 2006
Can Financial Aid Improve Student Success at Louisiana’s Community Colleges?A Study of the Potential Impact of Redistributing State Gift Aid on the Success of Pell Grant Recipients Noel-Levitz, Inc. and American Institutes for Research, 2012
It’s a Matter of Time: Low-Income Students and Community Colleges by Christopher M. Mullin, April 2012American Association of Community Colleges Policy Brief 2012-02PBL
Remediation: Higher Education’s Bridge to Nowhere by Complete College America, April 2012
Contextualized teaching and learning: A faculty primer by Baker, E. D., Hope, L., & Karandjeff, K.The Research and Planning Group for California Community Colleges, Center for Student Success, 2009
Predicting Success in College: The Importance of Placement Tests and High School Transcripts by Clive R. Belfield, CUNY, and Peter M. Crosta, Columbia UniversityCommunity College Research Center, February 2012
Do High-Stakes Placement Exams Predict College Success?by Judith Scott-ClaytonCommunity College Research Center, February 2012
Seizing the Measurement Moment: Why Now Is the Time for States to Help High Schools Get the Postsecondary Data They Need and Want College Summit, October 2011
Building Institutional Capacity for Data-Informed Decision Making by Achieving the Dream and PUBLIC AGENDA, 2012
Scaling And Sustaining: State Progress In The Developmental Education Initiative Based on data captured by the Developmental Education Initiative’s State Policy Framework Self-Assessment ToolAchieving the Dream, October 2011
Scaling Up Is Hard to Do Progress and Challenges During the First Year of the Achieving the Dream Developmental Education InitiativeMDRC, May 2011.
Get With the Program: Accelerating Community College Students’ Entry into and Completion of Programs of Study Community College Research Center, January 2012
“Time, not tuition, is the enemy.” by Stan Jones The Washington Post, February 4, 2012
A Matter of Degrees Center for Community College Student EngagementFebruary 2, 2012
2011 Legislative Report on Remedial Education Colorado Commission on Higher Education / Colorado Department of Higher EducationSubmitted February 7, 2012
Suggested reading for the Modular Presentation at the January 6, 2012 DETF meeting
Modular Instruction in Higher Education: A Review Barbara Goldschmid, January 1972
MyFoundationsLab Writing Content Library – Topics & Objectives
MyFoundationsLab Reading Content Library – Topics & Objectives
MyFoundationsLab Math Content Library – Topics & Objectives
CCSSI ELA StandardsCommon Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects, June 2010.
CCSSI Math StandardsCommon Core State Standards for Mathematics
Beyond Scholarship: Recognizing the Multiple Roles of the ProfessoriatePaper presented at the 2003 AERA Convention, Chicago, IL.
Testing Ground: How Florida Schools And Colleges Are Using A New Assessment To Increase College Readinessby Pamela Burdman, September 2011.
Accelerating the Academic Achievement of Students Referred to Developmental EducationCommunity College Research Center, February 2011.
Facilitating Student Learning Through ContextualizationCommunity College Research Center, February 2011.
Teaching ContextuallyResearch, Rationale, and Techniques for Improving Student Motivation and Achievement in Mathematics and Scienceby Michael L. Crawford, October 2001.
Assessing Developmental Assessment in Community CollegesCommunity College Research Center, February 2011.
More Than Rules: College Transition Math Teaching for GED Graduates at The City University of New Yorkby Steve Hinds, CUNY, 2009.
The Developmental Education Initiative: State Policy Framework & StrategyJobs for the Future, April 2010.
Reforming Mathematics Classroom Pedagogy: Evidence-Based Findings and Recommendationsfor the Developmental Math ClassroomCommunity College Research Center, February 2011.
Student Progression Through Developmental Sequences in Community CollegesCommunity College Research Center, September 2010.
Integrating Basic Skills and Career-Technical Instruction: Findings from a Field Study of Washington State’s I-BEST ModelCommunity College Review, May 2011.
How I-BEST Works: Findings from a Field Study of WashingtonState’s Integrated Basic Education and Skills Training ProgramCommunity College Research Center, September 2010.
State Policies on Community College Remedial Education:Findings from a National SurveyEducation Commission of the States, 2002.
Case Studies of Three Community Colleges: The Policy and Practice of Assessing and Placing Students in Developmental Education CoursesNational Center for Postsecondary Research, March 2010.
Capitalizing on Context: Curriculum Integration in Career and Technical EducationNRCCTE Curriculum Integration Workgroup, March 2010.
Accelerated Learning in Colleges and Universitiesby Raymond J. Wlodkowski, 2003.
Complete to CompeteReturn on Investment: Strategies for Improving Remedial EducationNational Governors Association, 2010-2011.
Getting Past Go: Rebuilding the Remedial Education Bridge to College SuccessEducation Commission of the States, May 2010.
2010 Legislative Report on Remedial EducationColorado Department of Higher Education, February 2011.
Unlocking the Gate: What We Know About Improving Developmental Educationby Elizabeth Zachry Rutschow and Emily Schneider, MDRC, June 2011.
Remedial Enrollment and CompletionDemographic characteristics and end of term completion status of CCCS students enrolled in remedial courses for AY 2010.
Success Rates For Students Taking Compressed and Regular Length Developmental Courses in the Community CollegeCommunity College Journal of Research and Practice, 2009.


Resource Link/Download
wiki: Developmental Studies/College Prep English in Colorado
Texas A&M Overview of curriculum redesignTexas A&M University Center for Teaching Excellence
Law Hamstrings College Remedial ProgramsHartford Courant, MaY 18, 2012″Connecticut’s General Assembly approved historic legislation this month that would essentially end remedial education as it currently exists in the state’s community colleges.”
NROC’s Developmental Math ProgramNational Repository of Online Courses
Using Data To Increase College and Career Readiness: A Primer for State PolicymakersData Quality Campaign, January 2012
High School Feedback: An Analysis of States’ Current EffortsData Quality Campaign, December 2011
Achieving the Dream Knowledge Center
EdSource Extra:“Success courses” could help community college students reach academic goalsDecember 19, 2011
Completion MattersInstitute for the Study of Knowledge Management in Education (ISKME)
Getting Past Go: Using policy to improve developmental education and increase college success
Getting Past Go: Louisiana. Overview, statistics
Redesigning the Basics: Tennessee’s community colleges use technology to change their approach to developmental reading and mathNational CrossTalk / The National Center for Public Policy and Higher Education
Education Commission of the States: Resource Library
Education Commission of the States: State information, state liaisons
CCCS Institutional ResearchStudent data collected and reported to meet state and federal requirements, as well as data analysis and reports in support of system data needs.
Community College Research Center (CCRC)
CCRC Working Paper #38: A Contextualized Intervention for Community College Developmental Reading and Writing StudentsCenter for Community College ResearchJanuary 2012
SMART MathJackson State Community College’s developmental math program
The National Research Center for Career and Technical EducationThe Math-in-CTE content there is an idea for contextualization.