36
College Comple)on: Accelera)ng Developmental Educa)on is the First Step 91 st Annual AACC Conven)on New Orleans, LA April 12, 2011
College Comple)on: Accelera)ng Developmental Educa)on is the First Step
91st Annual AACC Conven)on New Orleans, LA April 12, 2011
Presenters:
• Ka)e Hern, English Instructor, Chabot College & Coordinator of 3CSN’s CA Accelera)on Ini)a)ve
• Elaine DeLoL Baker, Director of FastStart, Community College of Denver
• Peter Adams, Professor of English & Director of Accelerated Learning, Community College of Bal)more County
Moderator: • Nikki Edgecombe, Senior Research Associate, Community College Research Center
Why do students struggle to complete developmental education?
What we know and think we know ….
• Students unprepared for college learning • “Life gets in the way” • Content and quality of instruction • Course sequence hinders progress
In-Order Completion and Enrollment: GK
3+ levels below
2 levels below
1 level below
GK Algebra
Referred to Level
3+ 96,653
Completed in-line: 6%
TOTAL: 10%
Not completed 22%
Not completed 10%
Not completed 4%
Not enrolled 19% (9%)
Not enrolled 14% (2%)
Not enrolled 6%
(1%)
Not enrolled 4%
• Sample: 2001-2005 cohorts, tracked for three years
• Percentages in ( ) indicate skipping that level & enrolling in higher level
• Percentages in blue indicate total enroll, including skippers
Passed 50%
Enrolled 73% 73%
Enrolled 34% 39%
Passed 24%
Enrolled 18% 23%
Passed 14%
Enrolled 10% 14%
Not completed 2%
• 10% total GK completion accounts for skippers who enrolled in a higher level and progressed
Acceleration Approaches
• Curricular redesign • Compression • Mainstreaming
What are we asking students to learn and why?
Accelera)ng developmental educa)on is the first step
• 3CSN • Chabot College, Accelerated Developmental English
• Los Medanos College, Statpath
Ka)e Hern, Ed.D.
California Community Colleges’ Success Network Acceleration Initiative
Supporting California’s 112 community colleges to accelerate their long developmental sequences
For students placing two levels below a college course in English/Math, there are 5 “exit points” where they fall away:
Do they pass the first course?
If they pass, do they enroll in the next course?
If they enroll, do they pass the second course?
If they pass, do they enroll in the college-level course? If they enroll, do they pass the college-level course?
Students placing three levels down have 7 exit points, four levels down, 9 exit points.
Chabot College pipeline data for students beginning two levels down from college composition:
Do they pass the first course? 55%
If they pass, do they enroll in the next course? 76%
If they enroll, do they pass the second course? 79%
If they pass, do they enroll in the college-level course? 86%
If they enroll, do they pass the college-level course? 83%
(0.55)(0.76)(0.79)(0.86)(0.83)= 23%
(0.55)(0.76)(0.79)(0.86)(0.83)= 23%
Try it out…
What if we got the first course to 65% success?
75% success?
85% success?
We will never significantly increase completion rates of college English and Math unless we reduce the length of our developmental sequences and eliminate the many exit points where students fall away.
Developmental courses that lead directly college-level Math and English after one semester. Curriculum developed through backwards design from college-level learning goal, with “just-in-time remediation” of relevant foundational skills.
Pre-Statistics course for developmental students, with relevant arithmetic & algebra review to support statistical analysis
(Los Medanos College)
Integrated reading-and-writing course where students practice the core skills & habits of mind they’ll need for College English, with more support and scaffolding (Chabot College)
Cohort study tracking first-time takers in Fall 2004, 2005, 2006, and 2007. Students from the accelerated course followed for 2 years, the non-accelerated group for 2.5 years. N = 1822 accelerated students, 1730 non-accelerated.
It Depends on Which Path they Choose…
Two-semester 8-unit sequence (English 101A/B): 23%
Accelerated one-semester 4-unit course (English 102): 45%
How many developmental students go on to complete college English?
“Statpath,” Los Medanos College, Fall 2009:
Students from this one-semester pre-Statistics course passed college-level Statistics at 3 to 7.5 times the rate of comparison groups from the traditional Math sequence.
Check out http://3csn.org/developmental-sequences The site includes a regularly updated resources on acceleration, including:
The article “Exponential Attrition and the Promise of Acceleration in Developmental English and Math”
Sample curricular materials from accelerated programs
“Spotlight” features on colleges implementing acceleration across California
Accelera)ng developmental educa)on is the first step
• FastStart@CCD
Elaine DeLoL Baker
FastStart Structure
• Students complete two to four semesters of developmental courses in one semester in either math or an English/reading combina)on – Math: arithme)c and pre-‐algebra; pre-‐algebra and beginning algebra; beginning algebra and intermediate algebra
– English/reading: intermediate and highest levels of developmental reading/English (four courses); intermediate and highest levels of developmental reading combined with highest level of developmental English (three courses)
Holis)c Approach
Cogni0ve
Logis0c/ Systemic Affec0ve
STRUCTURE DRIVES!
• Compression promotes interac)ve teaching
• Compression promotes student engagement
• Compression decreases the loss points in the developmental sequence
Recruiting/Marketing Academic Advising
1:1 Case Management
Student Ambassadors
College Process Assistance
Financial Aid Assistance
Career Research Planning
Motivation and Retention
Persistence Support
Navigators
Who are FastStart Students? �
• 399 students tes)ng into mul)ple levels of remedia)on and enrolling in a compressed remedial sequence in the )me span between spring 2006 -‐ spring 2008
• 72% minority
• 62% female
• 52% Pell eligible*
*self-‐ reported, op.onal informa.on on CCD applica.on
Comparison of FastStart Mathema)cs Students at 24 Months with All CCD Mathema)cs
Students at 48 Months
Course Completion of remedial sequence
Completion of college level math
Math 030 32% 6%
FS Math 030/060 40% 11%
Math 060 43% 9% FS Math 060/090 73% 22%
Math 090 48% 11% FS Math 090/106 85% 46%
Mathema)cs Success at 36 months
Success in College Math at 36 Months is defined as completion of a certificate or degree, transfer to a 4-year institution or persistence.
Outcomes at 36 months
Where We Are at 36 Months in English
88.3%
48.3%
English 3 combines 3 courses in English and reading. English 4 combines 4 courses.
Applying a Cost Benefit Analysis
Making the Case for Ins0tu0onaliza0on:
Pilot
Average Per Student Revenue $1,898
Average Per Student Cost $875
Net Benefit aHer nine terms $1,024
[The break-‐even point (costs=benefits) takes place in Term 2.]
At Scale
Average Per Student Revenue $1,898
Average Per Student Cost $224
Net Benefit aHer nine terms $1,674 [The break-‐even point (costs=benefits) takes place in Term 1.]
Conclusions
• Accelerated and compressed remedia)on holds promise for decreasing )me to comple)on for students who enter college with pre-‐college skills
• Program effec0veness is dependent on successfully addressing the cogni)ve, affec)ve, and logis)cal challenges of the remedial popula)on
Accelera)ng developmental educa)on is the first step
• Accelerated Learning Program, Community College of Bal)more County
Peter Adams
A L P The Accelerated Learning Project
ENG 101
semester 1
ENG 052
semester 1
ALP
What do we do in the ALP 052 class?
The instructor for the ALP 052 section has one goal: to do everything possible to maximize the ALP students’ likelihood of success in the 101 class.
" answering questions left over from the 101 class
" lots of writing, mostly of short papers that reinforce what has been iiiidiscussed in the 101 class or prepare for what will be discussed in iiiithe 101 class
" discussing ideas for the next essay in 101
" reviewing drafts of essays the students are working on for 101
" working on grammar and punctuation
" discussing how to succeed as a college student
" discussing problems interfering with the students’ progress in 101
results for students who took ALP in fall 07, spring 08, and fall 08 as of June 2010
took ENG 052
Fa07-Fa08 2070
passed ENG 052
1428 69%
did not pass ENG 052
642 31%%
took ENG 101
1124 54%
took no more writing
courses 304 15%
results for students who took traditional developmental writing in fall 07, spring 08, and fall 08 as of June 2010
passed ENG 052
85 82%
didn’t pass
ENG 052 19
18%
took ENG 052
Fa07-Fa08 104
100%
took ENG 101
104 100%
took no more writing
courses 0
0%
results for students who took ALP in fall 07, spring 08, and fall 08 as of June 2010
took ENG 052
Fa07-Fa08 2070
passed ENG 052
1428 69%
did not pass ENG 052
642 31%
took ENG 101
1124 54%
took no more writing
courses 304 15%
passed ENG 101
828 40%
didn’t pass
ENG 101 296 14%
results for students who took traditional developmental writing in fall 07, spring 08, and fall 08 as of June 2010
passed ENG 052
85 82%
didn’t pass
ENG 052 19
18%
took ENG 052
Fa07-Fa08 104
100%
took ENG 101
104 100%
took no more writing
courses 0
0%
passed ENG 101
78 75%
didn’t pass
ENG 101 26
25%
46%
18%
took ENG 052
Fa07-Fa08 2070
passed ENG 052
1428 69%
did not pass ENG 052
642 31%
took ENG 101
1124 54%
took no more writing
courses 304 15%
passed ENG 101
828 40%
didn’t pass
ENG 101 296 14%
passed ENG 052
85 82%
didn’t pass
ENG 052 19
18%
took ENG 052
Fa07-Fa08 104
100%
took ENG 101
104 100%
took no more writing
courses 0
0%
passed ENG 101
78 75%
didn’t pass
ENG 101 26
25%
took ENG 102 154 15%
haven’t taken ENG 102 125 12%
took 102 187 36%
haven’t taken ENG 102 178 34%
passed ENG 102 107 10%
F, I, or W in ENG102 47 5%
passed ENG 102 127 24%
have not passed 102 60 11%
2009-10 2007-08 2008-09
160 students
20 sections
640 students
80 sections
2010-11
320 students
40 sections 80
students
2011-12
1280 students
160 sections
1. Blue Ridge Technical and Community College (WV) 2. Community College of District of Columbia (DC) 3. Community College of Vermont (VT) 4. Cuyahoga Community College (OH) 5. El Paso Community College (TX) 6. Gateway Technical and Community College (KY) 7. The Graduate School (DC) 8. Lone Star College Tomball (TX) 9. Middlesex Community College (MA) 10. Missouri State University-West Plains (MO) 11. North Central State College (OH) 12. Northampton Community College (PA) 13. Northeast Lakeview College (TX) 14. Patrick Henry Community College (VA) 15. Springfield Technical and Community College (MA) 16. SUNY Adirondack (NY) 17. Valley Forge Military College (PA) 18. West Kentucky Technical and Community College (KY) 19. West Virginia Northern Community College (WV) 20. York Technical College (SC)
Institutions currently offering sections of ALP:
The Accelerated Learning Project
3rd National Conference on Acceleration in Developmental Education
June 16th to 17th 2011: two days of presentations on acceleration in reading, math, and writing.
June 15th 2011: Pre-Conference Workshops on acceleration options in math and on starting up ALP at your school.
Plenary speakers:
Uri Treisman (University of Texas at Austin). Director of the Charles A. Dana Center and Senior Partner at the Carnegie Foundation for the Advancement of Teaching. Professor Treisman will discuss the innovative approach to developmental math known as StatWay.
W. Norton Grubb (University of California, Berkeley). David Gardner Chair in Higher Education at the School of Education and author of Honored But Invisible: An Inside Look at Teaching in Community Colleges.
The Accelerated Learning Project
For more information: Katie Hern, Chabot College [email protected]
Myra Snell, Los Medanos College [email protected]
Elaine Baker, Community College of Denver [email protected]
Peter Adams, Community College of Baltimore County [email protected]
Nikki Edgecombe, CCRC [email protected]
Community College Research Center Institute on Education and the Economy, Teachers College, Columbia University
525 West 120th Street, Box 174, New York, NY 10027 http://ccrc.tc.columbia.edu Telephone: 212.678.3091
