In an effort to improve developmental education students' outcomes, community colleges have been experimenting with acceleration strategies. Models of acceleration allow students to complete their developmental requirements in a shorter amount of time. However, there has been limited empirical research on the effects of accelerating students'…

The sequential stages of this model are: (1) select occupational fields for assessment; (2) identify competencies in each occupation; (3) verify that the student has had work experience; (4) related student competency to the curriculum and his goals; (5) measure occupational competency; (6) evaluate measurement results; and (7) determine credit…

Evaluation of nontraditional educational programs and individual achievement is discussed in terms of three components: process-environment, objectives, and evaluation. The combinations of these components in traditional and nontraditional orientations are each presented and examined as possible models for measurement of educational outcomes. (JMF)