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

By Shanna Smith Jaggars, Michelle Hodara, Sung-Woo Cho & Di Xu
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.
  • Accelerated Developmental Education Models

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October 2014

Related Publications

May 2014

Accelerating the Integrated Instruction of Developmental Reading and Writing at Chabot College

December 2012

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

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

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