Once you have a core group of idea champions who understand that acceleration is essential to helping more students complete college-level courses in English and Math, it’s time to investigate the different models you might implement:
- Mainstreaming Students into College-Level Courses
- Open-Access Integrated Reading and Writing Courses
- Pre-Statistics Courses that Bypass the Developmental Algebra Sequence
- Contextualized Instruction Embedded in Career-Technical Programs
- Mechanisms for Bypassing Levels
- Compression Models that Combine Levels of Existing Sequence
In addition to reducing sequence length and eliminating exit points, we encourage faculty to reconsider the content of existing sequences, asking: Is what we’re teaching in remedial sequences what students truly need to succeed in college-level courses?
Spotlight: Chaffey College
Piloting Acceleration on a Large Scale
Originally posted: April 2011
In Spring 2011, Chaffey College launched its “Fast Track” initiative with 52 sections of accelerated courses, including not only English and Math, but also ESL, Spanish, Biology, and Astronomy.
The initiative began in Chaffey’s Enrollment and Success Management Committee. Members of the group read and discussed Hern and Snell’s article “Exponential Attrition and the Promise of Acceleration in Developmental English and Math,” then invited faculty from neighboring Citrus College to visit campus and share their own experience with acceleration. Initially, some Chaffey instructors were hesitant about acceleration. But, says Dean of Instructional Support Laura Hope, the college’s culture of experimentation and risk-tolerance helped them move ahead quickly. “We asked ourselves, ‘What’s the worst that could happen?’” (Read more…)