“Having the opportunity to take ALP has given me hope. I feel I have a good chance to succeed in college.”
CCBC ALP Student
The two day 2019 ALP Institute focuses on CCBC’s ALP model, and how that can translate to other institutions. Topics will include: acknowledging effects of non-cognitive issues on student success, backward curriculum design, Integrated Reading Writing (IRW) and critical thinking, coordination of the co-requisite course, including scaffolding activities for ALP students, active/collaborating learning, and grading.
Register now for CADE 2019!
CADE 2019 will be held at the Manchester Grand Hyatt San Diego
Wednesday June 5th – Friday June 7th.
CADE 2019 will be held at the beautiful San Diego’s Grand Hyatt Hotel.
The cut off date to make reservations at the CADE2019 price is May 14, 2019.
The Manchester Grand Hyatt is sold out for the night of Tuesday, June 4th.
We have been assured that there are plenty of rooms open for Wednesday June 5th-Friday, June 7th. Please see these links for overflow hotels that have been recommended for Tuesday night:
Our new integrated reading and writing co-requisite model finally brings ALP to full scale at CCBC.
Our ALP co-requisite course sequence has undergone an important change; the developmental co-requisite class is now a fully integrated reading and writing course, Academic Literacy (ACLT) 053. The ALP co-requisite structure remains the same. Students with upper-level developmental placements in reading and writing register for a 10-student section of ACLT 053 and are also mainstreamed, as a cohort, into a 20-student section of college-level composition (ENGL 101), joining 10 college-ready students. Both classes are taught by the same instructor. Continue reading
The results from year two of a nationwide study, funded by the Kresge Foundation and overseen by Achieving the Dream, are now available in the report, “Replicating the Accelerated Learning Program: Updated Findings. ” This study, conducted by the Center for Applied Research, examines the implementation of ALP at institutions other than CCBC, with the following goals:
– Assess the extent to which ALP can be replicated by other institutions and still achieve the level of success achieved at CCBC,
– Assess student success rates for schools that have made modifications to the CCBC model, and
– Determine which characteristics of ALP are critical for its success and which characteristics allow for more flexibility.
The entire report for year two, as well as a summary of the findings, is available now for download: