[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-599157-105":59,"doc-detail-599157-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","giving-hope-to-the-american-dream-implementing-a-corequisite-model-of-developmental-writing","Giving Hope to the American Dream - Implementing a Corequisite Model of Developmental Writing","","Giving Hope to the American Dream traces the development of the Accelerated Learning Program (ALP), an early corequisite model of developmental writing created after many upper-level basic writing students failed first-year composition. The article outlines ALP’s structure—preparing students for upcoming coursework, reinforcing material, integrating reading and writing, and addressing non-cognitive issues—then describes statewide and legislative pressures. It discusses skeptical faculty responses to top-down mandates, evidence of improved outcomes, and guidance for departments selecting corequisite models for their contexts.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/giving-hope-to-the-american-dream-implementing-a-corequisite-model-of-developmental-writing/599157/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/giving-hope-to-the-american-dream-implementing-a-corequisite-model-of-developmental-writing/599157.png","ImageObject",300,407,{"name":92,"@type":93},"kopisore","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":52},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem did the Accelerated Learning Program (ALP) aim to address?","Question",{"text":112,"@type":113},"ALP was developed after research showed that two-thirds of students placed in upper-level basic writing never passed first-year composition. The goal was to improve success rates for developmental writers.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the ALP corequisite model structure student participation?",{"text":117,"@type":113},"ALP places students evaluated as “developmental” into first-year composition sections where half the students are ALP students. It also adds three extra hours per week for ALP students with the same instructor.",{"name":119,"@type":110,"acceptedAnswer":120},"What are the key activities within the ALP corequisite course?",{"text":121,"@type":113},"The course includes activities to prepare students for what comes next, reinforce what was just covered, integrate reading and writing, and address students’ non-cognitive issues.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},599157,1792191019,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":52,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":36},962090880963,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Articles  \nGiving Hope to the American Dream: Implementing a Corequisite Model of Developmental Writing  \nPeter Adams  \nIt has been twenty-seven years since a small group of faculty at the Community College of Baltimore County, faced with the discovery that two-thirds of students placed in our upper-level basic writing course never passed first year composition, began the development of the Accelerated Learning Program (ALP), one of the earliest corequisite programs in the country. This article traces that development of the ALP model and identifies the features of ALP that have now resulted in 74% of our basic writers passing first year composition. In addition, after exploring the growing phenomenon of top-down mandates concerning basic writing, it provides guidance for departments engaged in selecting the best corequisite model for their context.  \n“Dev Ed” and the American Dream  \nDevelopmeAmericanntal eduDreamcaIttisnth(colloe mqoustiadllyem, o“devcratdc”) is thesegmentfoocfal pohighine feodruthcaetion. It is filled with students who are the first generation in their families togo to college; students who are not sure that they belong in college; students who lead very stressful lives; and, students full of hope that they will be able to improve their situation in life. It should play a crucial role in providing a pathway to success for these students, and yet, until recently, developmental education in English and math has been markedly unsuccessful at performing this important role. In school after school, state after state, studies have revealed that nearly two-thirds of students placed into traditional developmental education never succeed in passing even the credit-level course for which they are being prepared (Bailey et al.; Denley) . In response to this sobering data, schools across the country, such as The Community College of Baltimore County (CCBC) (MD), Suffolk County Community College (NY), and Butler Community College (KS), are making the move from traditional, prerequisite developmental composition courses to corequisite composition courses to improve the success rates for students placed in developmental courses.  \nComposition Studies 48.2 (2020): 19–34  \nAt CCBC, the corequisite model we developed, called the Accelerated Learning Program (ALP), places student evaluated as “developmental” to, nevertheless, register for a first year composition section in which half the students are ALP students and the other half are students whose placement is first year composition. In addition, the dozen or so ALP students meet for an additional three hours each week with the same instructor. This corequisite course comprises four different activities:  \n• Activities designed to prepare students for what’s coming next in the first year composition course;  \n• Activities designed to re-enforce what was just covered in the first year composition course;  \n• Activities that integrate reading and writing;  \n• Activities to address students’ non-cognitive issues.  \nState Mandates  \nIn recent years, there has been increasing pressure from state governments for schools to implement corequisite models. In eight states—California, Connecticut, Florida, Georgia, North Carolina, Tennessee, Texas, and West Virginia—policies have been enacted mandating the adoption of corequisite approaches. Faculty are understandably skeptical when legislators, most of whom have never taught, start telling professional educators how to do their jobs. When Connecticut’s PA 1240, which mandated corequisite approaches to developmental education, was enacted in 2012, my colleague, Susan Gabriel, and I worked with six colleges in the state to design and implement corequisite writing courses. The faculty from those six schools were not happy to be on the receiving end of the nation’s first legislative mandate. While I shared their unhappiness, I also asked them a question: “what is the correct faculty response when a top-down mandate is actually a good i","cbCaiuMLiydHaPRb","https://ap.wps.com/l/cbCaiuMLiydHaPRb","pdf",1330515,16,"English","# Articles\n## Development of the Accelerated Learning Program (ALP)\n## “Dev Ed” and the American Dream\n## Composition Studies context and ALP activities\n## State mandates and legislative initiatives\n## Faculty responses to top-down mandates","[{\"question\":\"What problem did the Accelerated Learning Program (ALP) aim to address?\",\"answer\":\"ALP was developed after research showed that two-thirds of students placed in upper-level basic writing never passed first-year composition. The goal was to improve success rates for developmental writers.\"},{\"question\":\"How does the ALP corequisite model structure student participation?\",\"answer\":\"ALP places students evaluated as “developmental” into first-year composition sections where half the students are ALP students. It also adds three extra hours per week for ALP students with the same instructor.\"},{\"question\":\"What are the key activities within the ALP corequisite course?\",\"answer\":\"The course includes activities to prepare students for what comes next, reinforce what was just covered, integrate reading and writing, and address students’ non-cognitive issues.\"}]","Giving Hope to the American Dream - Implementing a Corequisite Model of Developmental Writing | PDF",1792088264]