The more time students spend in a developmental course sequence, the less likely they are to progress to college-level work. This report uses existing research to explore models of acceleration designed to move students more quickly through developmental education. These models included compressed courses, paired developmental and college-level courses, and college-level courses linked to supplemental support. With findings available that show benefits linked to each course type, the author offers recommendations for working through the structural and pedagogical reform processes, from issues of assessment, placement, and curricular alignment to dealing with faculty resistance and recruiting students to newly designed course programs.