That will depend on how many credit hours the student want to register for.  Students usually choose one combination--either the rea/eng or math.  In other words, if they choose the rea/eng faststart combo, they choose a regular math class and vice-versa.

________________________________

From: assessment-bounces at nifl.gov on behalf of Ellithorpe, Kathy
Sent: Thu 2/5/2009 2:10 PM
To: The Assessment Discussion List
Subject: [Assessment 1704] Re: Accelerated/Integrated Developmental Courses


what makes a full day?

________________________________

From: assessment-bounces at nifl.gov [mailto:assessment-bounces at nifl.gov] On Behalf Of Cervania, Ranee
Sent: Thursday, February 05, 2009 1:27 PM
To: The Assessment Discussion List
Subject: [Assessment 1699] Re: Accelerated/Integrated Developmental Courses



I would like to respond to Tom's comment:  "A huge majority of GED students end up in college developmental courses from which they never emerge."

 

At the Community College of Denver (CCD), we have a program called FastStart at CCD.  (You can do a Google search for more info).  Basically, it is our answer to this problem of students not emerging fast enough from developmental courses and losing their motivation to move on to college level courses.

 

The program combines two developmental courses, e.g., REA 060/ENG 060 (Intermediate) and REA 090 / ENG 090 (Advanced) in one semester.  The intermediate level is completed during the first half of the semester and the advanced level during the second half.  In other words, students are able to complete these four developmental classes in one semester, helping them move on to college level classes.  We also offer math combinations - 030/060; 060/090 and 090/106.  

 

During the first week of classes, if students realize this intensive program is not for them, the case manager transfers them to a regular-paced class.  Students who don't pass the first half of the semester are not allowed to continue and have to wait for the next semester to complete their developmental classes, most likely, in regular-paced classes.

 

FastStart was piloted in the Fall of 2005.  In the Fall of 2006, a section of reading/English combination was added. In the Spring of 2007, a new combination was added-REA 060 / REA 090 / ENG 090.  Most of the students in this new combination are NNS of English.

 

The 4-subject Eng/Rea combination runs for 3 hours twice a week.  The 3-subject combination runs for 2.5 hrs twice a week.  The 2-subject math combination runs for 3 hrs twice a week.

 

For more information on this program, you can contact the coordinator, Lisa Silverstein at lisa.silverstein at ccd.edu 

 

The CCD College Connection program was modeled after FastStart.  

 

 

Ranee Cervania
Curriculum Specialist
Ready for College - Colorado Success UNlimited (SUN)
Colorado Community College System
9101 E. Lowry Boulevard
Denver, Colorado    80230
720-858-2801 (office)
303-620-4094 (fax)



 

________________________________

From: assessment-bounces at nifl.gov [mailto:assessment-bounces at nifl.gov] On Behalf Of Mechem, Thompson
Sent: Tuesday, February 03, 2009 7:57 AM
To: The Assessment Discussion List
Subject: [Assessment 1574] Re: Reply to Questions 1 and 2

 

Stephanie, et al.---

 

In our state we also find that the low academic skill level of GED diploma recipients is, if not the biggest barrier to post-secondary education, at least a very major one. A huge majority of GED students end up in college developmental courses from which they never emerge. The unindicted co-conspirator in all this is the ACCUPLACER, the placement test that all applicants to Massachusetts state colleges must take. Our data shows that while GED grads do very well on the reading part of the ACCUPLACER and quite well on the Writing in terms of avoiding developmental courses, on the the Math they do very, very poorly. There is no correlation between GED math and ACCUPLACER/college Algebra: a person can get an 800 on the GED math test and still test into developmental math at a community college. I am working with GED math teachers around Massachusetts to develop a GED curriculum that will allow students to pass the GED test with all due speed and also pass the ACCUPLACER math test.

Tom Mechem 
GED State Chief Examiner 
Department of Elementary & Secondary Education 
Commonwealth of Massachusetts 
781-338-6621 
"GED to Ph.D." 

	 

	From: assessment-bounces at nifl.gov [mailto:assessment-bounces at nifl.gov] On Behalf Of Marie Cora
	Sent: Monday, February 02, 2009 7:52 AM
	To: Assessment at nifl.gov
	Subject: [Assessment 1557] Transitions Discussion begins today!

	 

	Good morning, afternoon and evening to you all.

	 

	Today begins our week-long discussion on Transitions in Adult Education.  

	 

	For full information on this discussion, go to:

	 

	http://www.nifl.gov/lincs/discussions/assessment/09transitions.html

	 

	I have some questions for subscribers:

	 

	1.  What seem to pose the biggest obstacles for your program when trying to successfully transition adult students from one education level to another, or from education to the workforce?  What does your program try to do about this?

	 

	2.  What resources have you found helpful when trying to successfully transition a student?  How have they been helpful?

	 

	3.  Please comment on the Introduction and/or Recommended Preparations for this Discussion, found at the announcement URL above.

	 

	Please post your questions and share your experiences now.  

	 

	Thanks!!

	 

	Marie Cora

	Assessment Discussion List Moderator

	 

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