OVERVIEW OF REMEDIATION

Two-Year College Perspective

Basic Skills as a Foundation for Student Success in California Community Colleges In-depth study of

remedial/developmental programs in California Community Colleges

Extensive review of literature and best practices

Found effective developmental education programs characterized by a consistent set of elements.

http://www.cccbsi.org/Websites/basicskills/Images/Lit_Review_Student_success.pdf

Organizational/Administrative Practices Developmental education a clearly stated

priority Discounted Dreams: Remedial education must be

the community college’s first priority First Achieving the Dream indicator of success:

Completing developmental courses and moving on to credit-bearing courses

Comprehensive system of support services exists Career Pathways model

Wrap-around support services Case-manager approach

Program Components

Mandatory orientation, assessment, and placement

Program evaluations conducted and data used to improve practice Noon Achieving the Dream data discussions Achieving the Dream data summit

Financial aid widely used to support developmental students Career Pathways model (tuition and book

scholarships, gas and childcare vouchers)

Instructional Practices

Design and delivery of courses based on sound principles of learning theory Self-directed learning ineffective Developmental students need structure

I CAN LEARN model Effective curricula and practices employed

Reading and writing courses linked Emphasis on reading and writing across the

curriculum Reading and writing centers

Instructional Practices

All aspects of student addressed Attention paid to social, emotional, and

personal development of learner Self-esteem and self-confidence issues

addressed Bridges Out of Poverty

High degree of structure provided Organizational skills taught Courses follows step-by-step sequence

Instructional Practices

Variety of instructional methods employed Student-faculty contact Cooperation among students Active learning Prompt feedback High expectations Time on task

Alignment of entry/exit skills among program levels