Some colleges around the nation have embedded remedial education in conventional, credit-bearing classes, and done so with successfulresults in selected courses, generally assisted by grants. But no state has reduced the time entering students can be in remedial education while addressing their gaps in the way Connecticut has.

Connecticut’s law—and its implementation—has drawn national attention because of its novel approach to dealing with what is widely seen as a primary obstacle to improving graduation rates.

Hear first-hand from those who’ve made the transition—faculty, students and administrators—explain how embedded support helps, why it works, and what the experience has been.

Is embedded support a critical component for extending student success?

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