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New Evidence of Success for Community College Remedial English Students: Tracking the Outcomes of Students in the Accelerated Learning Program (ALP)

By Sung-Woo Cho, Elizabeth M. Kopko, Davis Jenkins & Shanna Smith Jaggars
This paper presents the findings from a follow-up quantitative analysis of the Community College of Baltimore County’s Accelerated Learning Program (ALP). The results suggest that among students who enroll in the highest level developmental writing course, participation in ALP is associated with substantially better outcomes in terms of English 101 completion and English 102 completion (college-level English courses), which corroborates the results of a similar analysis completed in 2010. Moreover, using a larger number of cohorts and tracking students over a longer period of time, the authors found that ALP students were more likely than non-ALP students to persist to the next year. In addition to specific subgroup analyses, the authors compared college-ready students enrolled in ALP sections of English 101 with their counterparts in wholly college-ready sections and found that those in ALP sections had equivalent performance within English 101 itself, but slightly lower subsequent college-level course enrollment and completion.
Download CCRC Working Paper No. 53
December 2012
View podcast
July 2013
  • Community College of Baltimore County's Accelerated Learning Program (ALP)

Related Publications

October 2014

Three Accelerated Developmental Education Programs: Features, Student Outcomes, and Implications

September 2010

A Model for Accelerating Academic Success of Community College Remedial English Students: Is the Accelerated Learning Program (ALP) Effective and Affordable?

Additional Resources

For more policy briefs and fact sheets, visit CCRC’s Policy Resources page.

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