The successful transition from a high school environment to postsecondary study is contingent, in part, upon a student being ‘college ready’. College readiness is receiving ever greater focus in U.S. high schools as college aspirations rise and government legislation promotes college readiness for all (U.S. Department of Education, 2006a, 2006b; 2010). It is evident from the literature that 'remediation' constitutes a fundamental and consensual issue of College Readiness: a college ready student is one who does not require a program of remedial learning at the outset of entry level college learning. National statistics indicate that 40 percent of admitted and enrolled students take at least one remedial course (National Centre for Education Statistics, 2010). Acceleration programs are seen as one of the main policy mechanisms for increasing college enrolment as they can have positive effects on cognitive strategies, content knowledge and learning skills and techniques.

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