Mounting evidence suggests that the traditional sequence of developmental education courses hinders community college students from entering college-level coursework and ultimately earning a credential. For example, using data from colleges participating in the Achieving the Dream initiative, an analysis by Bailey, Jeong, and Cho (2010) found that only 33% of students referred to developmental math and 46% of students referred to developmental reading completed their recommended course sequence within three years. Among students referred to the lowest levels of developmental education (or "remediation"; I use these terms interchangeably), only 17% of math students and 29% of reading students completed the entire sequence of three or more term-length courses. The traditional sequence of developmental courses undermines academic achievement in part because it has a multitude of exit points. Many students never enroll in the courses to which they are initially referred; others drop out between courses in the sequence. This has led a number of practitioners to experiment with restructuring the developmental sequence. Acceleration is an increasingly popular strategy for improving the outcomes of students referred to developmental education. Advocates of acceleration argue that a greater portion of students may complete remediation and succeed in college-level courses if colleges either help them complete requirements more quickly or enroll them in higher-level courses while providing effective academic support. This Brief, based on a longer literature review, explores the evidence on the effects of acceleration, describes different acceleration models that are used with developmental education students, and discusses ways of dealing with challenges involved in implementing acceleration strategies. [This Brief is based on "Accelerating the Academic Achievement of Students Referred to Developmental Education. CCRC Working Paper No. 30" (ED516782).]