To support the long-term success of underprepared students, many community colleges are experimenting with accelerated developmental education models, which allow students to complete remediation and enroll in college-level math and English within a shorter time frame. This study examines three developmental acceleration programs, including two in English and one in math. Overall, students on accelerated pathways were more likely than a set of matched peers to successfully complete the relevant college-level course within three years. However, to help maintain strong student performance within subsequent college-level courses, accelerated pathways may need to incorporate rigorous content, systematic faculty development, and targeted student supports.
This article is published in the Community College Review, vol. 43, no. 1.
