Step on the gas?

What is the impact of accelerating developmental education sequences? Is acceleration effective? Do more students reach and complete college-level courses if they take accelerated courses instead of a traditional developmental writing or math sequence? It does stand to reason that with fewer exit points, students are less likely to leave the "pipeline," and according to CCRC research released this month, the answer is a resounding "yes."

This evidence supports developmental education redesign efforts underway at Lane Community College including the Academic Learning Skills Department's accelerated developmental writing sequence, the collaborative Math/ALS Math 10 + 20 = 1 term learning community, and the new math pathways endeavor, which will create an alternate pathway to college level math with a focus on statistics instead of algebra.

"Acceleration"
photo by BƐƞ