Reforming English Pathways at California’s Community Colleges

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dc.contributor.authorCuellar Mejia, Marisolen
dc.contributor.authorRodriguez, Olgaen
dc.contributor.authorJohnson, Hansen
dc.date.accessed2018-06-22en
dc.date.accessioned2018-07-16T19:54:13Zen
dc.date.available2018-07-16T19:54:13Zen
dc.date.issued2018-02-01en
dc.description.abstractCalifornia’s community colleges are in the midst of numerous reforms to improve developmental (also known as remedial or basic skills) education. Developmental education is supposed to help prepare students for college work, but it has long been an obstacle to student success: most students in developmental courses never go on to complete a college-level course in English or math. In this report, the authors focus on reforms to developmental English pathways at California’s community colleges. They examine different approaches to reform and their prevalence, and present new evidence on the effectiveness of one of the most common reforms, one-semester acceleration.en
dc.description.sponsorshipPublic Policy Institute of Californiaen
dc.format.mimetypeapplication/pdfen
dc.identifier.sourceurlhttp://www.ppic.org/wp-content/uploads/r-0217mcr.pdfen
dc.identifier.urihttp://hdl.handle.net/10919/84042en
dc.language.isoen_USen
dc.publisherPublic Policy Institute of Californiaen
dc.rightsCreative Commons Attribution-NonCommercial 4.0 Internationalen
dc.rights.urihttp://creativecommons.org/licenses/by-nc/4.0/en
dc.subjectCommunity colleges--Accreditation--Californiaen
dc.subjectEnglish college-levelen
dc.subjectunderrepresented studentsen
dc.subjectcollege completionen
dc.titleReforming English Pathways at California’s Community Collegesen
dc.typeReporten
dc.type.dcmitypeTexten

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Higher Education Policy for Minorities in the United States