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October 2016  

One day in 2009, Katie Hern mentioned to Myra Snell that students who took Hern’s one-semester remedial English course at Chabot College were, surprisingly, more likely to graduate than those who took the normal, multi-semester remedial sequence. Snell, a math professor at Los Medanos College, explained that this was no fluke: it was unintentionally built into the design of remediation. 


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June 2014  

 In an opinion piece for the Sacramento Bee, former California Senator and Secretary of Education Gary K. Hart highlights the innovative curricula being offered by colleges in the California Acceleration Project and asks, “Why isn’t accelerated remediation offered at all California’s community colleges? Why are most students still stuck in...


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May 2014  

A new study by the Community College Research Center adds to the growing body of evidence showing improved student outcomes in accelerated models of remediation nationwide. The study is one of the first to establish a link between accelerated remediation and longer-term completion outcomes like transfer and graduation. Released this week...


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April 2014  

The Research and Planning Group released its evaluation of accelerated English and math pathways at 16 colleges today, finding “large and robust” increases in student completion of college-level requirements in English and math, with gains across all student demographic and socioeconomic groups and placement levels. The 16 colleges...


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February 2014  

Myra Snell, Co-Founder of the California Acceleration Project, is one of four finalists for the national “Faculty Innovation” award from the American Association of Community Colleges. The nomination recognizes Snell’s pioneering work in developing Path2Stats, an alternate math pathway for students who will take Statistics to fulfill their college math requirements (those not in math-intensive...


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