If an institution offers accelerated developmental education options, which allow students to complete coursework in a shorter time period, programs are encouraged to consider them for their students. Initial research shows that students in accelerated programs are more likely to succeed in college than students enrolled in traditional developmental courses. These models have the potential to save students time and money by accelerating their progression out of developmental courses sequences and into credit-bearing college courses. In addition to advancing a student’s progression into college-level work, initial research also suggests that accelerated programs more accurately represent college-level classes due to the more challenging level of coursework. When considering a student for placement, the program should use all relevant and appropriate information so that the student will be ready, upon completion of the program, for enrollment in credit-bearing courses. The Department requires programs to ask each student, in a neutral manner, to provide his/her social security number and to sign a release of information form for the purpose of outcome follow up. Programs are required to maintain a minimum enrollment of 15 students per semester, no less than 12 of whom are former (or current) -funded adult education students, as verified by a unique identification number (formerly SMARTT ID). Enrollment is as participation in the defined required Transition course (i.e., Enrollment is by attendance in the College for Success). verified Massachusetts adult education data system through participation in the required course. Grant recipients are required where appropriate to collaborate with programs similar to Transition Programs (e.g., TRIO) to reciprocate services and resources. Enrollment in a Transition Program is also an option for students in ESE-funded currently enrolled programs as long as the following criteria have been met: Students have an identified goal of attending postsecondary education; academic levels, as determined by ACCUPLACER score results, are Students’ appropriate for enrollment in the Transition Program; Students can maintain an ongoing commitment to an increased amount of instruction; and The not conflict. programs’ class schedules do This exists as an accelerated alternative for some students, and is something dual enrollment option on which staff from both the Transition program and the ABE program should collaborate to ensure the continued support for and success of the students.
If an institution offers accelerated developmental education options, which allow students to complete coursework in a shorter time period, programs are encouraged to consider them for their students. Initial research shows that students in accelerated programs are more likely to succeed in college than students enrolled in traditional developmental courses. These models have the potential to save students time and money by accelerating their progression out of developmental courses sequences and into credit-bearing college courses. In addition to advancing a student’s progression into college-level work, initial research also suggests that accelerated programs more accurately represent college-level classes due to the more challenging level of coursework. When considering a student for placement, the program should use all relevant and appropriate information so that the student will be ready, upon completion of the program, for enrollment in credit-bearing courses. The Department requires programs to ask each student, in a neutral manner, to provide his/her social security number and to sign a release of information form for the purpose of outcome follow up. Programs are required to maintain a minimum enrollment of 15 students per semester, no less than 12 of whom are former (or current) -funded adult education students, as verified by a unique identification number (formerly SMARTT ID). Enrollment is defined as participation in the required Transition course (i.e., College for Success). Enrollment is verified by attendance in the Massachusetts adult education data system through participation in the required course. Grant recipients are required where appropriate to collaborate with programs similar to Transition Programs (e.g., TRIO) to reciprocate services and resources. Enrollment in a Transition Program is also an option for students currently enrolled in ESE-funded programs as long as the following criteria have been met: Students have an identified goal of attending postsecondary education; Students’ academic levels, as determined by ACCUPLACER score results, are appropriate for enrollment in the Transition Program; Students can maintain an ongoing commitment to an increased amount of instruction; and The programs’ class schedules do not conflict. This dual enrollment option exists as an accelerated alternative for some students, and is something on which staff from both the Transition program and the ABE program should collaborate to ensure the continued support for and success of the students.
fy2019transition.docx