This handout was produced for CAP faculty workshops. It outlines the major texts, tests, papers, and rubric from Katie Hern's accelerated course at Chabot College, along with the CAP instructional cycle for integrating reading and writing.
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.
This 2011 report presents key data from Chabot College’s long-standing model of accelerated developmental English, a four-unit integrated reading and writing course that is one-level-below College English and open to any student.
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.