Accelerated Learning Program (ALP)
The Accelerated Learning Program, developed at the Community College of Baltimore County, mainstreams students referred to upper level developmental writing courses into introductory college composition. ALP students take a companion course that provides tailored supports aimed at increasing their likelihood of success in the college writing class.More About the Accelerated Learning Program
- Upper level developmental writing students enroll in both a college-level composition course and a companion course taught by the same instructor.
- Small class sizes in the companion section allow for individualized support and attention to students’ non-academic needs.
- ALP faculty at CCBC can participate in the ALP Inquiry Network (ALPIN), a web-based professional learning resource.
Concepts of Numbers (CoN)
Concepts of Numbers was developed at Montgomery County Community College to reverse declining student success rates in the lowest level math course by presenting arithmetic and pre-algebra content in ways that encourage deeper understanding.More About Concepts of Numbers
- A conceptual, discovery-based approach is used to create active learners and help students develop a deeper understanding of the content.
- Traditional arithmetic and pre-algebra content is covered in a different sequence.
California Acceleration Project (CAP)
Administered in partnership with the California Community College Success Network (3CSN), CAP provides support to a network of California community colleges implementing acceleration strategies for developmental English and math.More About the California Acceleration Project
English: Chabot College, City College of San Francisco, College of the Canyons, College of Marin, Cuyamaca College, Irvine Valley College, Laney College, LA Valley College, Moreno Valley College, Mt San Jacinto College, San Diego Mesa College, Skyline College
Math: Cañada College, College of Alameda, LA Harbor College, Los Medanos College, Palomar College, Pasadena City College, San Diego City College & San Diego Miramar College, Skyline College
- Reducing the length of developmental sequences is required. Doing so decreases the number of “exit points” where students can either fail to complete a course or fail to enroll in the next course in the sequence.
- Supports are provided for colleges modeling their accelerated courses after the accelerated English pathway at Chabot College or Path2Stats at Los Medanos College.
- A three-part strategy is used: curricular redesign, overhaul of placement system, and faculty development to support teaching in new models.