Task Force on Remedial Education. (2001). Collaborating to strengthen student preparation. Springfield, IL: Illinois Community College System. Retrieved July 4, 2004, from: http//www.hcc.cc.il.us/staff/padriacs/taskforcereport.pdf The Remedial Education Task Force identified priority needs for remedial education in Illinois.

Shaw, K. M. (1997). Remedial education as ideological battleground: Emerging remedial education policies in the community college. Educational Evaluation and Policy Analysis, 19(3), 284-296. The author describes the current debate about the appropriate location of remedial education classes and their frequent placement with public community colleges. The ideological underpinnings for the debate are examined. Distinctions are drawn between developmental and remedial education and the appropriate implementation by community colleges. Some institutions are strongly controlled by state-level policy making that strictly dictates the implementation of policy down to the individual institution regarding testing, admissions, placement into remedial courses, and the curriculum of such courses. Other states provide guidelines that are open for interpretation by the individual institution. Still other states are not directive regarding such matters which are left for local control. This represents three distinct policy models used by public community colleges in the U.S.

Ruppert, S. S. (2003). Closing the college participation gap. Washington, D.C.: Education Commission of the States. Retrieved July 4, 2004, from: http//www.ecs.org/clearinghouse/47/84/4784.pdf This national report examines the college participation rates of each state. The policy implications of this report is that a higher percentage of Americans could benefit from college education and the requirements required of the publicly-funded institutions and the states.

Parsad, B., & Lewis, L. (2003). Remedial education at degree-granting postsecondary institutions in Fall 2000 Statistical analysis report. Washington, D.C.: U.S. Department of Education, National Center for Education Statistics. Retrieved July 4, 2004, from: http//nces.ed.gov/pubs2004/2004010.pdf This study was conducted through the National Center for Education Statistics (NCES) Postsecondary Education Quick Information System (PEQIS). It was designed to provide current national estimates of the prevalence and characteristics of remedial courses and enrollments in degree-granting 2-year and 4-year postsecondary institutions that enrolled freshmen in fall 2000, and to report changes in remediation from fall 1995.

O'Brien, C., & Shedd, J. (2001). Getting through college: Voices of low-income and minority students in New England. Washington, D.C.: The Institute for Higher Education Policy. Retrieved July 4, 2004, from: http://www.ihep.org/Pubs/PDF/Nelliemae.pdf This research study employed surveys and in-depth interviews with currently enrolled low-income and minority students in the New England region concerning their feelings about the obstacles they face in succeeding in college and what strategies they are employing to deal with the environment.

NERCHE. (2002). Developmental education and college opportunity in New England: Lessons for a national study of state and system policy impacts. Washington, D.C.: The Institute for Higher Education Policy and New England Resource Center for Higher Education. Retrieved July 4, 2004, from: http://www.nerche.org/IHEP/FinalRep/NERCHEfinal.pdf This pilot project does not evaluate New England’s state policies or compare New England public institutions, but rather provides important clues and lessons on how developmental education policies are being implemented in a specific geographic region, and what questions need to be considered in a national study or project.

NCPPHE. (2004). Measuring up: The national report card on higher education. San Jose, CA: National Center for Public Policy and Higher Education. Retrieved October 10, 2004, from: http://measuringup.highereducation.org. Although more high school graduates are prepared for college, most states, and the nation as a whole. have made few gains in college enrollment and completion over the last decade. And for most American families, paying for college has become more difficult. This report is the first to examine ten-year performance trends in the nation as a whole and in each of the 50 states. The achievement gains are not evenly spread through the population, the report also finds. Substantial racial, ethnic, income, and geographical disparities are hidden in the rising national averages in achievement. The findings suggest that the national standards movement, and other reforms at the elementary and secondary school levels, have produced larger numbers of college-ready students.