The California Acceleration Project supports the state’s 112 community colleges to redesign their developmental English and Math curricula and increase student completion
- Webinar: “College Completion: Why Accelerating Developmental English and Math is the Essential First Step”
- Article: “Acceleration across California: Shorter Pathways in Developmental English and Math” (Change magazine, April/May 2012)
- Article: Exponential Attrition and the Promise of Acceleration in Developmental English and Math (Perspectives, June/July 2010)
CAP In the News
- “Getting Community College Students Caught Up,” the California Report, KQED radio
- “At City College, a Battle Over Remedial Classes for English and Math,” The New York Times
- “Accelerating the Academic Achievement of Students Referred to Developmental Education” (CCRC Working Paper No. 30, Assessment of Evidence Series). By: Nikki Edgecombe — February 2011. New York: Community College Research Center, Teachers College, Columbia University
- Plenary sessions on Reforming Remediation. Complete College America
- “Acceleration for all students.” Getting Past Go: Using Policy to Improve Developmental Education and Increase Student Success
- “Unleashing Students’ Capacity through Acceleration.” Keynote speech, October 2011, English Council of Two-Year Colleges in California
- “Mobilizing Faculty toward Dramatic Curricular Change.” Developmental Education Initiative
- “Abandon Hope, All Who Enter,” Thoughts on Public Education
- “Remaking Remedial Education,” Thoughts on Public Education
- “Looking for Liberal Learning in Unexpected Places.” American Association of Colleges and Universities
Project Leadership and Partners
Katie Hern, Ed.D., serves as Director of the California Acceleration Project and provides coaching to participating English faculty. She has been teaching students to read, write, and think critically for 20 years. An instructor at Chabot College, Hern has been deeply influenced by the Chabot English department’s philosophy of integrating reading and writing and providing developmental students the same kinds of challenging tasks they will see in college-level courses, in an environment of greater scaffolding and support. Her classroom inquiry into the “Academic Sustainability Gap” sheds light on the issues teachers need to address in an accelerated classroom. Hern’s past roles include serving as Co-Director of the California-wide Faculty Inquiry Network and Dean of Academic Affairs at John F. Kennedy University. firstname.lastname@example.org
Myra Snell is the Math Lead for the California Acceleration Project, coaching and creating curricular materials to support faculty teaching pre-Statistics courses. She is a Professor of Mathematics at Los Medanos College, where she has been teaching courses from arithmetic to calculus and statistics for the last 20 years. Snell created Path2Stats, the first pre-Statistics course in the country to provide a one-semester alternative to the traditional multi-level developmental algebra sequence. Snell’s past roles at Los Medanos include working with faculty across campus to assess outcomes and use the results to improve learning experiences for students. She was a coach for the Faculty Inquiry Network, worked with Carnegie-Mellon’s Open Learning Initiative in Statistics, and served as a consultant to the Carnegie Foundation’s Statway project. email@example.com
The California Community Colleges’ Success Network, the professional development grant for the Basic Skills Initiative, is a statewide community of practice committed to increasing student success. Through 3CSN’s completion initiative, colleges use inquiry and action to increase student completion of key educational milestones. The project is led by Deborah Harrington of the Los Angeles Community College District and a group of faculty coordinators from across California, who support colleges to share and build upon existing knowledge while creating opportunities for transformation.
The California Acceleration Project is supported by the Walter S. Johnson Foundation, LearningWorks, and the “Scaling Innovation” study conducted by the Community College Research Center with funding from the William and Flora Hewlett Foundation.
The Research and Planning Group, the Community College League of California, Chabot College, and Los Medanos College.