City University of New York Accelerated Study in Associate Programs: An Annotated Bibliography of the Literature
D. Patrick Saxon, Andi L. Thomas, & Nara M. Martirosyan

The City University of New York (CUNY) Accelerated Study in Associate Programs (ASAP) is a comprehensive instructional and support program delivering substantially higher success outcomes for underprepared college students. The research shows consistent program success; however, it has not scaled widely in the field. Due to the comprehensive nature of the program, it is more expensive, requires extensive student engagement, and is likely challenging to replicate. This work offers annotations of all of the research and substantive literature that could be found on the program at this time. It provides readers some insight about CUNY ASAP and the student population that can benefit from it.

Seven Higher Education Trends Shaping the Future of Learning Assistance
Hunter R. Boylan and Jennifer M. Haley

Colleges and universities face a variety of pressures from external trends. These trends tend to “trickle down” to learning assistance programs in expected and unexpected ways. Sometimes they are manifest, sometimes they are subtle. Whether we like it or not, we will be required to respond to whatever trends our campuses choose to engage. This issue of RiLADE, therefore, is devoted to an assessment of trends that may affect higher education in general and learning assistance in particular during the coming years.

An Interview with Brandon Protas of Complete College America On Co-requisite Remediation
Patti Levine Brown and Kathleen Ciez-Volz

Dr. Brandon Protas, Assistant Vice President for Alliance Engagement for Complete College America, (CCA), this national organization, as well as research in the field, has strongly supported the implementation of corequisite courses. Much of the information in this interview focuses on corequisites as a primary model for teaching as well as how these course support equitable student success.

Corequisite Developmental Mathematics: An Annotated Bibliography of Recent Research
Fenecia Foster, D. Patrick Saxon, Nara M. Martirosyan, & Shannon McGregor

Corequisite mathematics instruction is a trend in developmental education. This model specifies underprepared student placement into college-level courses with a concurrent engagement in integrated academic support. The corequisite model of instruction has been pitched by some as the best solution for all underskilled college students as opposed to placement in sequences of prerequisite developmental education courses (Complete College America, 2012). As a result, it has received considerable attention on the research. …

This article is a follow up to the previous issue of RiLADE with the objective of offering a list of references and annotations of the research on corequisite developmental mathematics. …

This compilation represents an attempt to collect and annotate all relevant research on corequisite mathematics since 2009.

Corequisite Developmental English/Writing: An Annotated Bibliography of Recent Research
Shannon McGregor, D. Patrick Saxon, Nara M. Martirosyan, & Fenecia Foster

Corequisite developmental education is an instructional model designed to engage academically underprepared students in gateway college courses, while concurrently providing remedial learning support. This approach to serving underskilled entering college students has been used as a broadscale solution in developmental education, resulting in some colleges replacing remedial courses, which were typically prerequisite and offered no college degree credit, with corequisite courses. Advocacy groups pitched this model by labeling developmental education ineffective and declaring corequisite instruction the best solution for all underprepared students (Complete College America, 2012). Some states have legislated it as a partial or complete replacement for developmental education, and one advocacy group reports an alliance of 46 states and territories implementing some form of a corequisite initiative (Saxon, Martirosyan, & Sides, 2020). Although instructional improvements are undoubtedly needed in developmental and college level courses, whole program advocacy and replacement seems a premature decision that does not consider the students most in need of basic skills support.

The primary goal of this work was to locate and collect literature on the efficacy of corequisite writing courses since 2009.
This information is provided as a guide to those who might wish to implement corequisite remediation, are already implementing it, or would like to improve their outcomes.

Supplemental Instruction and Beyond: An Evaluation of SI and Developmental Education Theoretical Alignment
Katy Glass, Emily K. Suh, Britt Posey, and Sam Owens

Supplemental instruction (SI) has been around for nearly five decades and was introduced as a practice for “high-risk courses.” Little attention has been paid to the applicability of SI to developmental education contexts; however, the rapid expansion of developmental education reforms, including acceleration and integration, increases the need for us to consider the utility of this practice in a wider range of college settings. In this article, we examine alignment between SI and adult learning and development theories—the theoretical foundations of developmental education. We conclude with practical examples of how SI has been successfully applied to developmental English contexts at one community college.