Entries for 'Corequisite models'

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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July 2018  

A Seat at the Table features three colleges where corequisite remediation and accelerated ESL instruction are producing substantial gains in completion and equity. Interviews with faculty at these colleges shed light on the classroom practices, teacher mindsets, and professional development efforts that are helping more students to succeed, providing useful guidance for other community colleges on how to implement the dramatic changes required by new legislation in California (AB 705).


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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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