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...
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.
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...
California Acceleration Project online community of faculty, administrators, researchers, and policy advocates working to transform remediation