Traditionally, about 80% of California community college students have been classified “unprepared” upon entry and required to enroll in remedial courses in English, reading, math, and/or English as a second language. These courses are intended to help students be more successful, but the more remedial courses students are required to take, the less likely they are to ever reach their college goals. And because Black and Hispanic students are disproportionately placed into remediation, these policies are a primary driver of racial achievement gaps and a lack of diversity in students transferring to the University of California and California State University systems. Co-Founders of the California Acceleration Project (CAP), Katie Hern and Myra Snell, discuss how the state's 113 community colleges address these problems. Series: "Center for Studies in Higher Education" [Show ID: 32222]