Entries for 'Math'

September 2019  

A new law, Assembly Bill 705 (Irwin), is driving dramatic changes in how California Community Colleges place students into English and math courses. B...

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May 2019  

The second issue of the CAPacity Gazette features stories from colleges that are transforming ESL, English, and math, including Cosumnes River, Foothill, Porterville, MiraCosta, Mt. San Antonio, Reedley, and Cuyamaca colleges, plus new corequisite remediation data from the Multiple Measures Assessment Project.

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April 2019  

A set of resources to support colleges to implement AB 705 in ways that produce the greatest gains in student completion and equity. 


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September 2017  

Cuyamaca College is the first community college in California to completely transform math remediation–from how it assesses and places students into math courses, to the courses it offers, to what happens in the classroom. Most students at Cuyamaca can now complete their math requirements in one semester. Students in math-intensive majors take no more than one semester of math that doesn’t count toward a bachelor’s degree. And math faculty are teaching with “brains-on” activities and collaborative pedagogy. The result? Completion of transferable, college-level math has increased nearly sevenfold among students who would have previously taken remedial courses, with dramatic gains for all racial and ethnic groups. Cuyamaca’s experience points the way for the rest of the state, revealing what’s possible when colleges step up to transform their systems on behalf of students. This new publication from the California Acceleration Project provides a window into Cuyamaca's transformation, including data from the first year, classroom illustrations, and reflections from students and teachers in the program.


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April 2017  

A new report from the California Acceleration Project features community colleges that have transformed their policies to enable the majority of students to bypass remediation and begin directly in college-level courses. Up the the Challenge: Community Colleges Expand Access to College-Level Courses features student stories and success data from Cuyamaca College, College of the Canyons, Las Positas College, Solano College, Skyline College, and Sacramento City College. The colleges featured in Up to the Challenge used high school grades to place students into English and math courses, instead of their prior practice of relying almost exclusively on standardized tests. They also replaced traditional remedial courses with co-requisite models that enable students to begin directly in transferable college-level courses with 2 or 3 units of additional support. The result? Immediate and dramatic increases in student completion of college-level English and math, a critical early momentum point toward degrees and transfer. 


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October 2016  

Capacity Unleashed tells the stories of 13 students who participated in alternative math remediation at City College of San Francisco, Berkeley City College, College of the Canyons in Santa Clarita, and Cuyamaca College in San Diego. These colleges are among the 35 institutions in the state offering accelerated statistics pathways with the California Acceleration Project.


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June 2016  

In these handouts developed for faculty participating in the CAP Community of Practice, we define six broad strategies for addressing the affective domain, with sample practices for each, and we offer ideas for how faculty can employ a "growth-oriented" approach to grading student work in English composition.


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January 2016  

This article highlights research showing that students of color are placed at a structural disadvantage by traditional approaches to remediation, making them less likely to succeed in college. It features results from colleges in the California Acceleration Project that have narrowed racial achievement gaps by changing placement policies and curricula to accelerate students' progress through college-level courses.

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November 2015  

Three-quarters of California community college students are classified "unprepared" upon entry, and their long-term outcomes are bleak. This is often framed as a "college readiness" problem in the high schools, but a growing body of research suggests that incoming students are actually more ready than community colleges have recognized.

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August 2015  

This four-page brief synthesizes the national research on practices community colleges are using to substantially increase student completion of college-level courses and narrow racial achievement gaps.

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December 2014  

This article for trustees presents key research into what community colleges can do to increase completion among students traditionally classified "unprepared," along with recommendations for how trustees can support these efforts. 

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October 2014  

This 2014 article from New Directions in Community Colleges discusses the factors that have helped mobilize remediation reform across California's 112 decentralized community colleges, including building a shared understanding of the problem, using data from existing accelerated models to help faculty see that students are more capable than previously believed, and collaborative faculty development efforts organized around shared principles of instructional design.


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April 2014  

This quasi-experimental study found "large and robust" increases in student completion of transferable English and math courses at the first 16 colleges offering redesigned, accelerated pathways with the California Acceleration Project.


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December 2013  

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.

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June 2012  

This 2012 article from the national magazine Change describes the beginnings of the California Acceleration Project, including data from early accelerated models, the design principles shared by the first CAP colleges, and some of the local adaptations colleges made as they began rethinking remediation.


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July 2010  

In this 2010 article, Katie Hern and Myra Snell make the case that high attrition rates are structurally guaranteed in long developmental sequences and that open-access accelerated courses are a promising way to increase completion rates in college-level English and Math. Published in the RP Group's statewide publication Perspectives, the article marks the beginning of the California Acceleration Project.


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