Strong Start To Finish
Points of Interest

Accelerating Improved Outcomes

This Points of Interest highlights that employing the ALP model improves course completion and student persistence rates as compared to pre-requisite models.
April 19, 2019
Maxine T. Roberts
Tags: Acceleration, Augmenting the Faculty Role

The call for better outcomes in developmental and college-level English courses prompted the creation of the Accelerated Learning Program (ALP) at the Community College of Baltimore (CCB) in 2007. In the ALP model, students are placed into gateway English courses (English 101) and concurrently enroll into a three-credit companion course with the same instructor.


As presented in the graph, a 2012 study of the ALP program shows that learners enrolled in ALP complete English 101 and English 102 at almost double the rate of learners who enroll the pre-requisite developmental model. Also, students who successfully completed an ALP course persisted to the next year at higher rates than their peers in the traditional model. This Points of Interest highlights that employing the ALP model improves course completion and student persistence rates as compared to pre-requisite models.