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August 2013  

Teaching an accelerated courses often looks quite different from teaching in a more traditional, longer remedial sequence. Given this, faculty need support as they begin teaching in these models, such as classroom-tested materials, pedagogical practices they can adapt, and other teachers they can talk with. The Community of Practice in Acceleration is a year-long...


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July 2013  

Transforming Remedial Education to Improve Post-Secondary Attainment CAP Director Katie Hern was one of four panelists to speak at this Washington ...

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May 2013  

Zócalo Public Square :: How I Almost Didn’t Fail Algebra. This article by Javier Cabral, a student who took an accelerated math course at Pasadena City College, points to the urgent need to rethink mathematics requirements that are blocking capable students from pursuing college dreams in fields like art history, journalism, and English.


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April 2013  

When community college faculty consider developing an accelerated math pathway, one of the first questions to arise is whether it would jeopardize articulation of their transfer-level math course. Pre-statistics courses and other redesigned pathways provide alternatives to the traditional algebra sequence, but under current policy, intermediate algebra is a required prerequisite for any transferable math/quantitative...


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