• "Since College of the Redwoods became involved in CAP, our institution has changed dramatically. Revising placement cut scores and creating accelerated courses are the most tangible results of this work; however, I feel that the less tangible effects are more important. The conversation has shifted from students being 'underprepared' to students having potential for success."

    Sean Herrera-ThomasEnglish Instructor, College of the Redwoods
  • "This has completely changed how I think about curriculum at the college. I am a better teacher because of what we are doing. I realize now more than ever how we can change students' lives for the better through success in college. I see how we can close the achievement gap."

    Tammi MarshallMath Department Chair, Cuyamaca College
  • "Success is seeing an entire class struggle on a concept for 30 minutes then one group has an idea they share with the class that sparks another idea in a classmate and they figure it out by bouncing ideas off each other. That makes me cry happy tears."

    Cheryl VallejoMath Instructor, Cuyamaca College
  • “I came back to campus inspired to be a disruptor, to really challenge the barrier-ridden, inequitable system that is our basic skills sequence. Our new system (lowered cut scores, multiple-measures placement, a co-req model) was inspired to a large extent by various conversations I and my teammates engaged in while at CAP. I went from ‘that’s depressing’ to ‘we’re doing something’ largely because of CAP.”

    Joshua ScottEnglish Instructor, Solano College
  • "I am genuinely grateful because, now, I’m not just good at what I do; I have achieved a moniker for which I have always pined but never knew how to achieve: I am now an inspirational instructor. During a metacognitive exercise, one of my students shared, 'Im only here because you care; otherwise, I would've dropped this class.'"

    Kalunda-Rae IwamizuEnglish Instructor, Los Angeles Southwest College

Each year 140,000+ California community college students begin in a remedial math course. 100,000+ will never complete the math requirements to transfer and earn a bachelor's degree. We can do better.

Powerful Acceleration Strategies


Many students are placed into remediation who don't need it and would be better off if allowed to enroll directly in college courses.

Discover why  


Students are more successful when allowed to enroll in college-level courses with extra support, instead of remedial courses.

Discover why  

Two-Course Pathways

Students enroll in accelerated pathways where developmental courses are tailored to college-level requirements.

Discover why   

News and Events

Recent Events

Acceleration across California

Our first annual conference featuring community colleges that are transforming placement and remediation.

Learn more

CAP In the News

"Grim Dropout Stats Force California Community Colleges to Rethink Remediation"
Mercury News, October 2016

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"CAP Co-Founders Named to “16 Most Innovative People in Higher Education”
Washington Monthly, October 2016

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Featured Publications

Essential to Campus Equity Efforts

Remediation: Essential to Campus Equity Efforts

Diversity and Democracy, Winter 2016
By Katie Hern & Jennifer Brezina

"....the policies and curricula that higher education has developed to help students who are considered 'underprepared' are actually making these students less likely to succeed in college and...students of color are bearing the brunt of the unintended consequences."


high challenge, high support accelerated classrooms

High Challenge, High Support Accelerated Classrooms

LearningWorks, December 2013
By Katie Hern, with Myra Snell

Addressing an important gap in the dialogue about college completion, this brief goes beyond discussions of curricular structure to focus on how faculty teach. It articulates a core set of principles and practices for teaching in accelerated models of English and math, with illustrations from community college classrooms across California.

Read more