The Research and Planning Group released its evaluation of accelerated English and math pathways of 16 colleges, finding “large and robust” increases in student completion of college-level requirements in English and math, with gains across all student demographic and socioeconomic groups and placement levels. The California Acceleration Project Evaluation was a two-year evaluation of the effects of curricular redesign on the progress of students who placed into the remedial English and math sequence. The primary outcome of interest was successful completion of transfer-level English and math courses. The evaluation found that students who entered the accelerated pathways created by the curricular redesign process were much more likely than students in the traditional sequence to complete transfer-level, gatekeeper English and math courses.
