redesigning remedial education tennair – fall 2012 greg schutz – tbr lilly hsu – tbr

Redesigning Remedial EducationTENNAIR – Fall 2012Greg Schutz – TBRLilly Hsu – TBR

Purpose

Introduce Tennessee Board of Regents (TBR) Learning Support (developmental education) course redesign results as background for analysis.

Set the stage for the importance of understanding Learning Support.

Provide some methods and tools for researching the impact of Learning Support (developmental education) and course redesign.

Definition

The field of developmental education supports the academic and personal growth of underprepared college students through instruction, counseling, advising, and tutoring. The clients of developmental education programs are traditional and nontraditional students who have been assessed as needing to develop their skills in order to be successful in college (The National Center for Developmental Education, Retrieved from Web on 8/8/12).

Background 1984 – System-Wide Developmental Studies (DSP) Courses for

High School Gaps 2001 – Defining our Future 2006 – NCAT Developmental Studies Redesign Grant

o Partner: Education Commission of the States (ECS)o Partner: National Center for Higher Education Management

Systems (NCHEMS) 2007 – Redesign Planning for Developmental Studies 2008 – Pilots (Spring 08, Fall 08, Spring 09) 2010 – Policy Change from Developmental Studies Program

(DSP) to Learning Support (LS) 2010 – Complete College Tennessee Act 2013 – System-Wide Implementation of LS

National Environment Completion Agenda

More Credentials (Degrees/Certificates) Outcome based assessment, funding,

program planning, student learning Course Embedded Remediation Course Redesign Fast Track to Degree Completion with

dual enrollment, dual admission, reverse articulation, prior learning assessment

TBR Policy Changes (TBR A100)

New focus on success in college curriculum and away from high school gaps

Flexibility for new approaches and technology

Individualized plans based on diagnostic assessment

Competency-based mastery of academic skills and knowledge

Technology adaptive Tracking of college success indicators

Assessment for Placement

Initial assessment as a screening tool (ACT or comparable)

Diagnostics (many options available)

Learning Support Defined

Minimum scores are based upon national concordant score of February 2010.

Note: Prior to new A-100 guidelines subject scores were English = 19, Reading = 19, and Math = 19.

Test College Course(s) ACT Benchmar

k Score

Minimum Subject Concorded Score

ACT COMPASS ASSET

English English Composition 18 18 77 43

Reading Social Studies 21 19 83 43

Math College Algebra 22 19 38 39

TBR A-100 Accountability

Evaluation of the learning support services must be a continuous process. As a component of the approved plan, the institution will establish benchmarks and subsequent annual performance indicators to demonstrate progress of students who are placed in learning support. (TBR A-100 Guideline)

Delivery of LS is (very) Different Under former Developmental Studies Program

(DSP), students took traditional developmental studies courses in Reading, Writing and Math with each course as one semester in length.

Under the new Learning Support (LS) Initiative, the goal is for the student to be able to complete all required competencies in one semester.o Students only engage in LS competencies where

they are diagnosed as requiring remediation.o Delivery of LS is technology driven

TBR A-100 Measures of Success

Common Student Outcomeso student completion of learning support, o enrollment and success in college entry-level courses, o fall to fall retention, and o graduation rates.

Unique institutional measures. Tracking od students with ACT of 12 or below. Annual reports from institutions to TBR Intervention systems with the high school  districts’ Local

Educational Agency (LEA)

Each Redesign Pilot Unique NeSCC – Emporium Model (reading) CoSCC – Replacement Model (reading/writing) APSU – Structured Learning Assistance (SLA)

(math) ClSCC – Emporium Model (math) JSCC – Emporium Model (math) ChSCC – Replacement Model (math)

Traditional Eight Courses

College Level

Algebra II

Algebra I

Basic Math

College Level

Dev. Reading

Basic Reading

College Level

Dev. Writing

Basic Writing

College Level

Study Skills

Retention and GraduationUniversities Community Colleges

DSP Courses ACT

Fall to FallRetention

Six YearGrad Rate ACT

Fall to FallRetention

Six YearGrad Rate

Zero 23.4 71.9% 45.4% 22.1 61.5% 29.1%

One 19.7 65.5% 31.4% 19.0 60.5% 22.2%

Two 18.9 63.2% 27.2% 18.1 55.5% 19.0%

Three 17.5 58.1% 21.7% 16.5 50.2% 13.1%

Four 16.4 54.6% 23.2% 15.6 45.8% 9.3%

Five 15.6 68.4% 25.1% 15.2 54.0% 10.7%

Six 15.1 60.7% 18.3% 14.5 48.4% 7.3%

Seven 14.3 65.4% 19.2% 13.9 45.4% 6.5%

Eight 14.1 44.8% 17.2% 13.2 42.0% 3.8%

Totals 21.1 67.5% 36.8% 18.0 54.6% 18.0%

2000 First-Time Freshman Cohort. Based upon returning to or graduating from initial enrolling institution.

Sixteen Departure PointsCollege Level

Algebra II

Algebra I

Basic Math

College Level

Dev. Reading

Basic Reading

College Level

Dev. Writing

Basic Writing

College Level

Study Skills

Do not complete

Do not enter

Five Other Departure Points

1. Never enter college or university2. Never enter college Math3. Never complete college Math4. Never enter college English5. Never complete college English

Austin Peay State University (APSU)Traditional Model• Complete 3-6 hours non-university level courses before enrolling in Core

Mathematics course

MATH1010

Mathematical Thought and Practice

Earn a D or Higher•85.0% all students•43.5% DSP students

DSPM 0800

Elementary Algebra

•ACT 15-16

53.1% Complete course with a grade of C or higher

DSPM 0850

IntermediateAlgebra

•ACT 17-18; or•Completed DSPM 0800

51.2% Complete course with a grade of C or higher

Math 1530

Fundamentals of Statistics

Earn a D or Higher•61.2% all students•28.8% DSP students

APSU Linked Workshop (Redesign) Model

Professor: Classroom

•Core course content•Grade determination

SLA Leader: Workshop

•Prerequisite competencies•Reinforce key course concepts•Test review

Gui

danc

e

Fee

dbac

k

APSU: Results

Course Redesign (LS)Traditional

(DSP)

Math 1010(Mathematical Thought and Practice)

76.3% 43.5%

Math 1530(Fundamentals of Statistics)

61.2% 28.8%

Course Completion of Student’s Requiring Support for Below College Level Competencies

Notes: 1. Students completing the course earn a D or higher.2. Below college level is Learning Support (LS) after redesign and

Developmental Studies Program (DSP) prior to redesign.

Cleveland State Outcomes

  Total Pre-College Success

Next Course Entry

Next Course Success

  Count Count % Count % Count %

Prior to Redesign 413 207 50.1

% 141 68.1% 77 54.6%

Redesign 451 295 65.4% 208 70.5% 150 72.1%

All 864 502 58.1% 349 69.5% 227 65.0%

Cleveland’s Math Success

TBR Study (Schutz & Tingle) - Cleveland State Redesign◦ Students tracked 3 semesters before and after redesign◦ Students tracked from dev math into college math◦ Examined impact on course success & next course success◦ Logistical regression, significance level 95%

The Results◦ Redesign had a strong positive impact on course success◦ Redesign had a strong positive impact on next course

success, including both dev math and college math◦ Gender and race were not factors in predicting course

success - achievement gaps were closed

Jackson State Outcomes

0

10

20

30

40

50

60

70

80

90

Student Learning Course Retention

Traditional Spring 08

Redesign Spring 08

Redesign Fall 08

Redesign Spring 09

41% 54% 57% 59% 74% 72% 75% 83%

Student Learning = Students making ABCCourse Retention = Students enrolled in the course to the end of semester

Northeast State Community College

Learning Outcomes

Student success ( “C” of better) increased from 52% (traditional) to 58% (redesigned delivery).

Students with a grade of “A” increased from 14% (traditional) to 30% (redesigned delivery).

Recommendations Use technology to cut costs and improve

student engagement Embrace change for improvement from

both inside the organization and out Data-driven integration of tracking (trend),

comparisons, and predictive benchmarking Reduce student departure points Best practice adoption and sharing Tailor to individuals and student populations

Practical Tips Recording of completion

o Banner automation of courses and testso Competency achievement codes

• Satisfied by assessment (diagnostic)• Waived by advisor (manual recording equivalent to

satisfied)• Completed by course or post-test

Completion of college level course satisfies all competencies• Required to complete• In progress

TBR Indicators and Trajectories TBR collection of Census and End-of-Term data

Models for Study Cleveland State/TBR tracking through entry and completion

with logistic regression. Austin Peay comparison of traditional model and new model. Enrollment extract competency tracking

o R = Requiredo I = In Progresso S = Satisfied by Testo W = Waived Manually (Equivalent to S)o C = Completed (by Course or Test)

Complete College America tracking o Uses Banner modified form SZAADEF

National Center for Developmental Education publications - http://ncde.appstate.edu/publications

Next Steps for TBR Institutions Under the TBR Completion Delivery Unit (CDU),

the System will be focusing on learning support this year with projected impact on student degree completion.

TBR A-100 Guidelines have tracking mechanisms outlined.

State will be asking for Math and English course level data, which will likely be collected in the enrollment extract in fall 2013.

Institutions will be looking at costs and impact on funding formula.

Redesigning Remedial EducationTENNAIR – Fall 2012Treva.Berryman@tbr.eduGreg.Schutz@tbr.eduLilly.Hsu@tbr.edu