The California Acceleration Project is the subject of a chapter in the just-released edition of New Directions in Community Colleges: Applying the College Completion Agenda to Practice.
Authors Katie Hern and Myra Snell discuss several factors that have helped build momentum for redesigning developmental education in California, including a shared understanding of the problem of student attrition, data from accelerated models that help faculty see that students are far more capable than our placement tests have led us to believe, and collaborative faculty development networks grounded in shared principles for instructional design. They also discuss key challenges to scaling up redesigned English and math pathways, including UC and CSU transfer policies that impose algebra-based remediation on community colleges and the need for significant professional development to support faculty to teach in new ways.
“We hope that examining a grassroots, faculty-driven reform effort will be useful to community college practitioners both within and beyond California,” Hern and Snell write. “Too many students are still disappearing inside long remedial course sequences before making progress on their educational goals. The next phase of our work must involve moving beyond pilots to create system-wide change.”
The online article is available to subscribers. A pdf of the final pre-publication manuscript is available here.