an overview of the accelerated learning program (alp) peter adams susan gabriel the community...

An Overview of the Accelerated Learning Program (ALP)

Peter AdamsSusan Gabriel

The Community College of Baltimore County

The goal of the project is for at least four Michigan community colleges to pilot sections of ALP by fall 2013.

The grant funds will allow MSSC to provide resources and assistance to those schools that decide to participate.

This webinar and our participation at the Summit next week are the first steps in the process.

The Kresge ALP grant project runs until December 31, 2013.

A L PThe Accelerated Learning Program

What is the problem? What is ALP?

What are the results?

What about costs?

A L PThe Accelerated Learning Program

Outline of the Presentation

Data showing disappointing results

developmentaleducation

The Gates Foundation reports three quarters of developmental students do not receive a degree or certificate within four years.

Data from Recent Studies

placed indev ed

graduated

in 4 years

25%

did notgraduatein 4 years

75%

The Community College Research Center at Columbia (CCRC) has found that “that few students referred to developmental education progress through their developmental education sequence of courses to succeed in college-level courses: within four years, only . . . 45 percent of students in the study successfully completed a course in college-level . . . English.”

Data from Recent Studies

placed indev ed

did not pass ENG101

in 4 years55%

passed ENG101

in 4 years45%

100%

75%

50%

25%

0%

Success rates for studentswho took ENGL 052 in 88-89

How We First Measured Success in Our Developmental Courses

100%

75%

50%

25%

0%

S in ENGL 052

49057%

U or WENGL 052

37343%

Success rates for studentswho passed ENGL 052 in 88-89and then took ENGL 101 by sp 92

ABC in ENGL 101

28781%

DFW inENGL 101

6819%

A L PThe Accelerated Learning Program

took 0521988/1989

863100%

Students who took ENG 052 for the first time in 1988/1989

took 10135541%

took nomore writing

courses13516%

S in 05249057%

neverpassed 052

37343%

A, B, or Cin 101

28733%

D, F, or Win 101

688%

A L PThe Accelerated Learning Program

Financial crisisData showing

disappointing results

developmentaleducation

A L P

Why Do Students Drop Out?

can’t w

rite a th

esisno concrete examples

sentence fragments

confusing words

subject-verb agreement

mla formatnone of the above

financia

l pro

blems changes at work

legal problems

car trouble

abusive situation at home

medical problems

eviction

problems with children

laid off

life happens

student becomes discouraged

student becomes depressed

student feels isolated

student loses confidence

stress becomes too great

student wasn’t prepared for college-level work

affective issues

lifeissues

affectiveissues

non-cognitive

issueswhat is the solution?

What is the problem? What is ALP?

What are the results?

What about costs?

Outline of the Presentation

A L PThe Accelerated Learning Program

A L P

The Accelerated Learning Project

Essex

DundalkCatonsville

Hunt Valley

Owings Mills

Randallstown

A

CCBC Students

average age 29

female/male 58/42%

students of color 50%

full/part-time 34/66 %

Community College Baltimore County

credit students 33,817

A L PThe Accelerated Learning Program

50%

Placement into Dev ED

75%

25%

100%

81%

Englishall students math reading

77%

65%58%

RDG051

RDG052

MATH081

MATH082

MATH083

ENGL051

ENGL052

ENGL101

ENGL102

CCBC’s Developmental Education Courses:

ENG 101 ENG 052

ALP

A L PThe Accelerated Learning Program

What do we do in the ALP 052 class?

Conducting class as a writing workshop, an extension/supplement to the 101 class

Answering questions left over from the 101 class

Providing opportunities for more writing practice, short papers to reinforce concepts from the 101 class or prepare for upcoming assignments in the 101 class

Discussing/brainstorming ideas for the next essay in 101

Reviewing drafts of essays the students are working on for 101

Working on reducing the frequency and severity of error in the students’ writing

Addressing non-cognitive issues (life issues, affective issues)

The goal for ALP 052 instructors: Maximize the ALP students’ probability of success in the ENGL 101 class. Strategies include:

A L PThe Accelerated Learning Program

ENG 101 ENG 052

ALP

A L PThe Accelerated Learning Program

ENG 101 ENG 052

ALP

A L PThe Accelerated Learning Program

ENG 052

ALP

ENG 101 ENG 101

A L PThe Accelerated Learning Program

ENG 052

ALP

ENG 101 ENG 101

A L PThe Accelerated Learning Program

What is the problem? What is ALP?

What are the results?

What about costs?

Outline of the Presentation

A L PThe Accelerated Learning Program

passedENG 052

360465%

did not pass

ENG 052194135%

tookENG 052

Fa07-Fa105545 100%

tookENG 101

266148%

took nomore writing

courses94317%

passedENG 052

48582%

didn’tpass

ENG 05210718%

took ENG 052

Fa07-Fa10592

100%

took ENG 101

592100%

took nomore writing

courses0

0%

traditional developmental

students: fall 2007 –fall 2010

ALP students: fall 2007 –fall 2010

data from Cho, Kopko, & Jenkins, 2012 (CCRC)

passedENG 052

360465%

did not pass

ENG 052194135%

tookENG 052

Fa07-Fa105545 100%

tookENG 101

266148%

took nomore writing

courses94317%

traditional developmental

students: fall 2007 –fall 2010

passedENG 052

48582%

didn’tpass

ENG 05210718%

took ENG 052

Fa07-Fa10592

100%

took ENG 101

592100%

took nomore writing

courses0

0%

ALP students: fall 2007 –fall 2010

passedENG 101

182933%

didn’tpass

ENG 10183215%

passedENG 101

43874%

didn’tpass

ENG 10115426%

data from Cho, Kopko, & Jenkins, 2012 (CCRC)

ALP Success Rates, 2007-10(data from CCBC Institutional Research)

75%

50%

25%

052fall 07

24%passENGL

101

69%passENGL

101

ALPfall 07

69%passENGL

101

29%passENGL

101

052fall 08

ALPfall 08

73%passENGL

101

31%passENGL

101

052fall 09

ALPfall 09

74%passENGL

101

31%passENGL

101

052fall 10

ALPfall 10

data from CCBC Institutional Research and Evaluation

passedENG 052

360465%

did not pass

ENG 052194135%

tookENG 052

Fa07-Fa105545 100%

tookENG 101

266148%

took nomore writing

courses94317%

passedENG 052

48582%

didn’tpass

ENG 05210718%

took ENG 052

Fa07-Fa10592

100%

took ENG 101

592100%

took nomore writing

courses0

0%

passedENG 101

182933%

didn’tpass

ENG 10183215%

passedENG 101

43874%

didn’tpass

ENG 10115426%

tookENG 102

29650%

haven’t taken

ENG 10214224%

tookENG 102

72113%

haven’ttaken

ENG 102110920%

passedENG 102

55410%

F, I, or Win

ENG1021673%

passedENG 102

19533%

haven’t passed

ENG102 10117%

traditional developmental

students: fall 2007 –fall 2010

ALP students: fall 2007 –fall 2010

data from Cho, Kopko, & Jenkins, 2012 (CCRC)

80%

20%

60%

Longitudinal Studies: Persisted to Next Year after Developmental Course

40%

traditional dev writing (N = 5545)

ALP (N = 592)

cohorts from fall 07 to fall 2010

64%379

48%2662

Two-tailed statistical significance test: significant at 1%

Data from Cho, Kopko, & Jenkins, 2012 (CCRC)

1

3

Longitudinal Studies: Courses Completed One Year after ENG 052

2

traditional dev writing (N = 5545)

ALP (N = 592)

cohorts from fall 07 to fall 2010

2.87

1.87

Two-tailed statistical significance test: significant at 1%

Data from Cho, Kopko, & Jenkins, 2012 (CCRC)

8

2

6

Longitudinal Studies: Credits Completed One Year after ENG 052

4

traditional dev writing (N = 5545)

ALP (N = 592)

cohorts from fall 07 to fall 20108.54

5.51

Two-tailed statistical significance test: significant at 1%

Data from Cho, Kopko, & Jenkins, 2012 (CCRC)

Students take their developmental writing course concurrently with the credit-level writing course, rather than as a pre-requisite.

The same instructor teaches the ALP course and the credit course.

At least half the students in the credit English course are students who placed into credit-level writing.

The ALP cohort is no more than 12 students.

ALP instructors recognize the importance of paying attention to the non-cognitive issues affecting their students.

The pedagogy in the ALP course is based on “backward design” from the credit course and emphasizes active learning, improved reasoning skills, engaged reading, and more effective editing skills.

Critical Features of ALP

A L PThe Accelerated Learning Program

2009-102007-08 2008-09

160 student

s20 sections

640student

s80

sections

2010-11

320student

s40

sections

80students

2011-12

1280student

s

160 sections

Allegeny College (MD)Atlantic Cape Com Col (NJ)Bellevue College (WA)Bergen Com Col (NJ)Bloomfield College (NJ)Blue Ridge Tech and Com Col (WV)Brookdale Com Col (NJ)Cayuhoga Com Col (OH)Century College (MN)College of Coastal Georgia (GA)Com Col of DC (DC)Com Col of Vermont (VT)El Paso Com Col (TX) Gateway Tech and Com Col (KY)Georgia Gwinnett College (GA)The Graduate School (DC)Greenville Tech College (SC)Gwinnett Technical College (GA)Heartland Com Col (IL)

North Hennepin Com Col (MN)Northeast Lakeview College (TX)Northampton Com Col (PA)Patrick Henry Com Col (VA)Phillips Com Col (AR)Phoenix Com Col (AZ)Prairie State College (IL)Salt Lake Com Col (UT)Santa Barbara Com Col (CA)Springfield Tech and Com Col (MA)St. Louis Com Col (MO)SUNY Adirondack (NY)Tulsa Com Col (OK)University of Alaska, Anchorage (AK)Valley Forge Military College (PA)West Kentucky Tech &Com Col (KY)West Virginia North Com Col (WV) Windward Com Col (HI) York Technical College (SC)

Highline Com Col (WA)Ivy Tech Com Col (IN)Jackson Com Col (MI)Kanawha Valley Techl & Com Col (WV)Kapiolani Com Col (HI)Lansing Com Col (MI)LaGuardia Com Col (NY)Leeward Com Col (HI)Lone Star College Tomball (TX)Long Island University (NY)Mesa Community College (AZ)Metropolitan Com Col (MO)Middlesex Com Col (MA)Missouri State U-West Plains (MO)Mott Community College (MI)New Mexico State U, Alamogordo(NM)Northampton Community College (PANorth Central State College (OH)North Central Michigan College (MI)

Schools Currently Offering ALP

A L PThe Accelerated Learning Program

What is the problem? What is ALP?

What are the results?

What about costs?

Outline of the Presentation

A L PThe Accelerated Learning Program

1000 students

Costs Under Traditional Model

20 students per section

Costs Under Traditional Model

50 sections of Dev Eng

X 3 faculty credit hours/section

= 150 faculty credit hours

Costs Under Traditional Model

A L PThe Accelerated Learning Program

54% of traditional developmentalstudents take 101

540 students ÷ 20 students/section= 27 sections

.54 X 1000 = 540 students

27 sections X 3 faculty credit hours/section = 81 faculty credit hours

Costs Under Traditional Model

A L PThe Accelerated Learning Program

total for developmental course =

total for 101=

81 faculty credit hours

150 faculty credit hours

total =231 faculty credit hours

Costs Under Traditional Model

A L PThe Accelerated Learning Program

1000 students

Costs Under ALP

10 students per section

Costs Under ALP

100 sections of ALP Dev Eng

X 3 faculty credit hours/section

= 300 faculty credit hours

Costs Under ALP

A L PThe Accelerated Learning Program

100% of ALP developmentalstudents take ENG 101

1000 students ÷ 20 students/section= 50 sections

1.00 X 1000 = 1000 students

50 sections X 3 faculty credit hours/section = 150 faculty credit hours

Costs Under ALP

A L PThe Accelerated Learning Program

Comparison of Costs for 500 Students

Traditional ALP

DEV: 50 sect X 3 cr/sect = 150 fch

101: 18.5 sect X 3 cr/sect = 81 fch

TOTAL: 231 fch

DEV: 100 sect X 3 cr/sect = 300 fch

101: 50 sect X 3 cr/sect = 150 fch

TOTAL: 450 fch

A L PThe Accelerated Learning Program

traditional factory

widgetsper year

cost perwidget

cost/yearto operate

$231,000

$450,000

33,000

74,000

$7.00

$6.08

ALP factory

An Analogy

A L PThe Accelerated Learning Program

traditional factory

231 fch

450 fch

students per year

cost per studentcost per year

students per year cost per studentcost per year

330 (33%) of 1000 students

pass FYC

740 (74%)of 1000 students

pass FYC

.700 fch perpassing student

.608 fch perpassing student

ALP factory

An Analogy

A L PThe Accelerated Learning Program

traditional factory

231 fch

450 fch

students per year

cost per studentcost per year

students per semester cost per studentcost per year

330 (33%) of 1000 students

pass FYC

740 (74%)of 1000 students

pass FYC

.700 fch perpassing student

.608 fch perpassing student

ALP factory

An Analogy

A L PThe Accelerated Learning Program

Summing It All Up

doubles the success rate,

cuts the attrition rate in half,

does it in half the time,

at slightly less cost per successful

student.

Compared to traditional developmental writing approaches, ALP

A L PThe Accelerated Learning Program

?

Peter Adams padams2@ccbcmd.edu

Susan Gabriel sgabriel@ccbcmd.edu