Addressing an important gap in the dialogue about college completion, a new report commissioned by LearningWorks, Toward a Vision of Accelerated Curriculum and Pedagogy, goes beyond discussions of curricular structure to focus on how faculty teach. The report offers a set of core instructional principles and practices for redesigning remediation in English and Math, and illustrates […]
Webinar: Transforming Remediation – Understanding the Research, Policy, and Practice
[su_youtube url="http://www.youtube.com/watch?v=jUpZ4sPt0A8&feature=youtu.be"] A helpful resource for colleges working to improve completion among students classified as “under-prepared,” this August 2013 webinar highlights research into the problems of remediation, along with promising practices from community colleges across the country. Speakers include Complete College America’s Bruce Vandal, the California Acceleration Project’s Katie Hern, North Carolina’s Cynthia Lyston, and […]
New Policy Brief on National Effort to Transform Math Remediation
Just Released from LearningWorks: Changing Equations, By Pam Burdman. A must-read for community college professionals committed to student success and equity, this policy brief highlights the growing national movement to prioritize statistics and quantitative reasoning and rethink the traditional one-size-fits-all, algebra-based approach to math remediation. Burdman presents the rationale behind innovative new approaches, and she connects […]
Mark your calendars: 2014 national conference on acceleration, June 18-20
Given the explosion of colleges offering accelerated courses in English, math, and ESL across the state, we hope that many California community college teachers will share their experience at this year’s national conference. Last year, a team of 11 faculty from CAP presented, and this year, CAP leader Katie Hern will once again offer a […]
CAP featured in Capitol Hill policy forum
Transforming Remedial Education to Improve Post-Secondary Attainment July 12, 2013 — CAP Director Katie Hern was one of four panelists to speak at this Washington DC event, co-sponsored by the American Youth Policy Forum and Complete College America. The forum stressed that in order to increase college completion, current placement practices and multi-level remedial course […]
Zócalo Public Square :: How I Almost Didn’t Fail Algebra
Zócalo Public Square :: How I Almost Didn’t Fail Algebra. This article by Javier Cabral, a student who took an accelerated math course at Pasadena City College, points to the urgent need to rethink mathematics requirements that are blocking capable students from pursuing college dreams in fields like art history, journalism, and English.
Faculty across California Impressed by Accelerated English Students
Strong Performance by Students Placed 2-3 Levels Below College in Traditional Sequence By Homeira Foth, English Instructor, Chabot College In Fall 2012, City College of San Francisco English Instructor Caroline Minkowski taught an accelerated class for students placed three levels below college English. Instead of taking three full semesters of remedial courses, her students were […]
CSU Issues Statement on Intermediate Algebra Policy and Articulation
When community college faculty consider developing an accelerated math pathway, one of the first questions to arise is whether it would jeopardize articulation of their transfer-level math course. Pre-statistics courses and other redesigned pathways provide alternatives to the traditional algebra sequence, but under current policy, intermediate algebra is a required prerequisite for any transferable math/quantitative […]
