ABSTRACT
This chapter focuses on remediation reform rather than the politics of honorifics. At the formation of the community colleges concept in the United States, there was debate about whether they should be the next two years of high school in the German tradition or the first two years of university education. In 2013, the college’s Student Success Task Force engaged in a comparison of several learning communities funded from a variety of sources by tracking cohorts of students to completion of milestone courses such as College Composition and Intermediate Algebra. For acceleration via shortened sequences, the English department began with conducting portfolio reviews of students in the basic skills course two levels below College Composition to see which students could skip the next course and go into College Composition. To assess equity impacts, enrollments and success rates and counts were disaggregated by a variety of demographics including race/ethnicity, gender, age, disability status, and special population status.
