This article considers recent trends in developmental education and analyzes disaggregated student data, exploring the extent to which developmental education reform of corequisite instruction affected access of one community college’s students to a first-semester composition course. By examining student access and student success across two distinct semesters, before and after extensive developmental education reform, the article presents an approach to deep assessment that is necessary for English departments at community colleges as they analyze and adjust to specific reforms.

This article describes a research assignment for first-year composition students that combines film and television motif analysis and role-playing, thus creating an opportunity for students to write critiques of contemporary institutions.

This article uses quantitative and qualitative means to assess the impact of an Accelerated Learning Program on the performance and satisfaction of students designated ESL and developmental at a large, urban community college.