Myra Snell, Co-Founder of the California Acceleration Project, is one of four finalists for the national “Faculty Innovation” award from the American Association of Community Colleges. The nomination recognizes Snell’s pioneering work in developing Path2Stats, an alternate math pathway for students who will take Statistics to fulfill their college math requirements (those not in math-intensive […]
Apply to the Community of Practice in Acceleration!
An Extended Professional Development Program for Faculty Teaching in Accelerated English and Statistics Pathways. California community colleges are leading a national movement to replace long, remedial sequences in reading, writing, and mathematics with redesigned accelerated pathways. As illustrated the recent LearningWorks brief, “Toward a Vision of Accelerated Curriculum and Pedagogy: High-Challenge, High Support Classrooms for […]
New Publication on Teaching Accelerated Classes
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
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 researcher Michelle […]
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.
