College Readiness Summit

Collaboration ForumHigh School-to-College Transition

Dual Enrollment/Collegiate High SchoolsDevelopmental Education Reform

Collaboration Forum

• The structure of today’s session is intended to encourage participation and collaboration.

• For each strand, we will discuss policy, interpretation and implementation.

• You are expected to be active participants. Questions, comments, ideas are welcome at any time.

Your panel…

• Julie Alexander, Vice Chancellor for Academic and Student Affairs, Division of Florida Colleges (DFC)

• Matthew Bouck, Director of the Office of Articulation, Florida Department of Education

• Kathyrine Scheuch, Research Analyst, DFC

• Tamaria Williams, Coordinator for Academic Success, DFC

Where do Florida’s high school graduates go?

2001-02 2002-03 2003-04 2004-05 2005-06 2006-07 2007-08 2008-09 2009-10 2010-11 2011-120.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%

61.4% 61.2% 60.9% 60.8% 61.6%63.1%

66.3% 66.5% 65.0% 65.4% 64.6%

35.9% 35.9% 36.0% 35.8% 34.5%32.9%

29.6% 29.3% 31.0% 31.1% 32.1%

6.0% 5.8% 5.9% 5.7% 5.7% 5.4% 5.3% 5.1% 5.2% 5.1% 5.3%

3.6% 3.5% 3.4% 3.1% 3.1% 3.1% 2.8% 2.9% 2.6% 2.4% 2.5%

Enrolled in CC Enrolled in SUS Enrolled in ICUF Enrolled in Technical Centers

The Florida College System serves as a primary ac-cess point of access to higher education with 65 percent of the state's high school graduates pursu-ing postsecondary education beginning at a Florida college.

High School-to-College Transition

Common Placement Testing in High School

S. 1008.30 (3), F.S., Common placement testing for public postsecondary education

• Requires high schools to evaluate before the beginning of grade 12 the college readiness of each student who scores – Level 2 or Level 3 on grade 10 FCAT Reading or the English

Language Arts assessment under s. 1008.22, as applicable, or– Level 2, Level 3, or Level 4 on the Algebra I assessment under

s. 1008.22• High schools shall use the results of the test to advise the

students of any identified deficiencies• 12th grade students scoring below college ready shall complete

appropriate postsecondary preparatory instruction before high school graduation

• The curriculum provided under this subsection shall encompass Florida’s Postsecondary Readiness Competencies

PERT Reading

PERT Reading

2014 2013 2012

6/1/14 - 7/31/14 Cumulative* 6/1/13 - 7/31/13 Total 6/1/12 - 7/31/12 Total

N Mean Score

Percent College Ready

N Mean Score

Percent College Ready

N Mean ScorePercent College Ready

N Mean Score

Percent College Ready

N Mean Score

Percent College Ready

N Mean Score

Percent College Ready

State Colleges 27216 101.80 39.03% 75781 102.47 43.10% 38463 101.65 41.79% 145941 102.47 45.10% 41834 103.79 49.06% 167230 104.87 51.84%

Districts 1581 99.92 33.40% 139025 96.92 28.49% 629 100.41 35.61% 125038 96.66 30.73% 1221 99.78 36.20% 88119 99.56 40.78%

Grand Total 28797 101.70 38.72% 214806 98.88 33.65% 39092 101.63 41.69% 270979 99.79 38.47% 43055 103.68 48.69% 255349 103.03 48.02%

PERT Writing

PERT Writing

2014 2013 2012

6/1/14 - 7/31/14 Cumulative* 6/1/13 - 7/31/13 Total 6/1/12 - 7/31/12 Total

N Mean Score

Percent College Ready

N Mean Score

Percent College Ready

N Mean ScorePercent College Ready

N Mean Score

Percent College Ready

N Mean Score

Percent College Ready

N Mean Score

Percent College Ready

State Colleges 26840 102.73 48.17% 73467 102.82 53.38% 38358 101.78 56.64% 143605 102.84 60.01% 41591 102.53 60.13% 165245 103.48 62.51%

Districts 1204 100.66 43.19% 116759 97.92 37.85% 521 100.64 52.40% 109769 96.93 47.36% 1203 101.50 54.11% 80450 100.07 57.52%

Grand Total 28044 102.64 47.95% 190226 99.81 43.84% 38879 101.76 56.59% 253374 100.28 54.53% 42794 102.50 59.96% 245695 102.36 60.88%

* 2014 data is cumulative counts from 2/10/2014 to present.

College Ready Cut scores: For 2012 & 2013: Mathematics=113, Reading=104, Writing=99; For 2014: Mathematics=114, Reading=106, Writing=103

PERT Mathematics

PERT Mathematics

2014 2013 2012

6/1/14 - 7/31/14 Cumulative* 6/1/13 - 7/31/13 Total 6/1/12 - 7/31/12 Total

N Mean Score

Percent College Ready

N Mean Score

Percent College Ready

N Mean ScorePercent College Ready

N Mean Score

Percent College Ready

N Mean Score

Percent College Ready

N Mean Score

Percent College Ready

Florida College System 33646 103.06 23.16% 88476 104.32 28.62% 47268 102.25 21.75% 173262 103.16 24.71% 52164 98.17 19.50% 200830 99.07 21.47%

Districts 6081 102.57 12.71% 161923 104.41 24.12% 1438 107.58 21.91% 140555 104.00 24.68% 1604 104.08 20.57% 125083 101.67 24.21%

Grand Total 39727 102.98 21.56% 250399 104.38 25.71% 48706 102.41 21.76% 313817 103.54 24.69% 53768 98.35 19.54% 325913 100.07 22.52%

Transition Courses

• Some high school students must complete postsecondary preparatory instruction (PPI)

• 5 approved PPI courses– Reading for College Success, Writing for

College Success, Mathematics for College Success (.5 HS cdts)

–Mathematics for College Readiness (1.0 HS cdts)

– English IV: Florida College Prep (1.0 HS cdts)

Mathematics Transition

Fall 2012 Florida College System Enrollment for 2011-12 High School Graduates

High School Course Developmental Education

College Credit Mathematics

Intermediate Algebra

Mathematics for College Success/Readiness (MCS-R) 62.5% 37.5% 27.1%

Algebra II (AlgII) 42.1% 57.9% 27.9%MCS-R/AlgII 46.0% 54.0% 32.1%SOURCE: Division of Accountability, Research and Measurement

2011-12 High School Course(s) EnrollmentMCS-R: 465AlgII: 35,632MCS-R/AlgII: 6,234

Postsecondary Readiness Competencies

• Readiness for Intermediate Algebra, MAT 1033, and Freshman Composition I, ENC 1101

• Faculty developed• Established in rule• Basis for the Postsecondary

Education Readiness Test (PERT)• Aligned with Developmental

Education Competencies

Collaboration

Dual Enrollment Trends

2000-01 2001-02 2002-03 2003-04 2004-05 2005-06 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 25,000

30,000

35,000

40,000

45,000

50,000

55,000

29,623

32,480

34,732 35,420

34,375

32,739 32,102

33,112

35,466

41,991

46,083

50,054

52,457 53,285 Dual Enrollment participation has increased

79.9 percent since 2000-01.

Five-year percent change: 26.9 percentOne-year percent change: 1.6 percent

Dual Enrollment &Collegiate High Schools

2013-14 FCS Dual Enrollment by Secondary Student Type

Home School; 4%

Private; 6%

Public; 90%

(42,230) (2,015)

(7,039)

Source: CCTCMIS & FCS Research & Analytics

Collaboration

Developmental Education Reform

20

Senate Bill 1720 1008.30 Common placement testing for public postsecondary

education

4(a) A student who entered 9th grade in a Florida public school in the 2003-2004 school year, or any year thereafter, and earned a Florida standard high school diploma or a student who is serving as an active duty member of any branch of the United States Armed Services shall not be required to take the common placement test and shall not be required to enroll in developmental education instruction in a Florida College System institution. However, a student who is not required to take the common placement test and is not required to enroll in developmental education under this paragraph may opt to be assessed and to enroll in developmental education instruction, and the college shall provide such assessment and instruction upon the student’s request.

(5) By December 31, 2013, the State Board of Education, in consultation with the Board of Governors, shall approve a series of meta-majors and the academic pathways that identify the gateway courses associated with each meta-major. Florida College System institutions shall use placement test results to determine the extent to which each student demonstrates sufficient communication and computation skills to indicate readiness for his or her chosen meta-major. Florida College System institutions shall counsel students into college credit courses as quickly as possible, with developmental education limited to that content needed for success in the meta-major.

Advising 1008.30 Common placement testing for public postsecondary

education

1008.02 Definitions(1) “Developmental education” means instruction through which a

high school graduate who applies for any college credit program may attain the communication and computation skills necessary to successfully complete college credit instruction. Developmental education may be delivered through a variety of accelerated and corequisite strategies and includes any of the following: (a) Modularized instruction that is customized and targeted to address

specific skills gaps. (b) Compressed course structures that accelerate student progression from

developmental instruction to college-level coursework.(c) Contextualized developmental instruction that is related to meta-

majors.(d) Corequisite developmental instruction or tutoring that supplements

credit instruction while a student is concurrently enrolled in a credit-bearing course.

Developmental Education Delivery 1008.02 Definitions

23

Senate Bill 1720 Interpretation

Exemption = College Ready

Rule 6A-14.065, Meta-Major Academic Pathways

• (a) Arts, humanities, communication and design. – MGFX106, MGFX107, MACX105, STAX023

• (b) Business. – MACX105, STAX023

• (c) Education. – MGFX106, MGFX107, MACX105, STAX023

• (d) Health sciences. – MGFX106, MGFX107, MACX105, STAX023

• (e) Industry/manufacturing and construction. – MGFX106, MGFX107, MACX105, STAX023

• (f) Public Safety. – MGFX106, MGFX107, MACX105, STAX023

• (g) Science, technology, engineering, and mathematics. – MACX105

• (h) Social and behavioral sciences and human services. – MGFX106, MGFX107, MACX105, STAX023

Note: ENCX101 is required for all meta-majors

Developmental Education Reform

• The division surveyed chief academic officers on developmental education course offerings this fall. – 257 total developmental education (dev ed) courses

offered – FCS institution courses range from 14 to 4– Compressed and modularized strategies are the most

commonly offered

• OPPAGA is contacting FCS institutions about dev ed implementation. They have inquired specifically about requiring Intermediate Algebra (MAT 1033) for Mathematics for Liberal Arts I and II (MGF 1106, 1107).

• Update to legislative committee anticipated for late fall or early spring

Implementation Reports

1008.30(6)(b) Beginning October 31, 2015, each Florida College System institution shall annually prepare an accountability report that includes student success data relating to each developmental education strategy implemented by the institution. The report shall be submitted to the Division of Florida Colleges by October 31 in a format determined by the Chancellor of the Florida College System. By December 31, the chancellor shall compile and submit the institutional reports to the Governor, the President of the Senate, the Speaker of the House of Representatives, and the State Board of Education.

Implementation – Collaboration Forum

• What has been your institution’s experience with students and meta-major selection?

• Are exempt students that chose gateway courses using supplemental support more?

• Are exempt students registering for a math course their first semester?

• Tell us what efforts you’ve made to collect information for the Accountability Report?

• What resources are needed?– At the institution level– At the state level

28

First Look Data: Students from Spring 2014 Term: Developmental Education High School Exemptions

Exempt and Pre-viously Success-fully Completed

DE11%

Not Exempt42%

Unknown16%

Not Applicable19%

Exempt13%

(60,378)

(86,350)

(72,469)

(53,418)

(193,915)

Source: CCTCMIS & FCS Research & Analytics

29

First Look Data: Students from Spring 2014 Term: Developmental Education Military Exemptions

Not Active Duty; 65.3%

Unknown; 19.2%

Not Applicable3%

Active Duty; 0.2%

Chart Title

(71,330)

(926)

(89,434)

(304,840)

Source: CCTCMIS & FCS Research & Analytics

30

First Look Data: Success in Developmental Education Courses Spring 2014 by Exemption Status (FTIC Students)

Math Reading Writing0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%

61.0%

81.0% 78.0%

65.2%

80.4%77.2%

Exempt Non Exempt

2,6063,818

7181,136

755 2,082

Source: CCTCMIS & FCS Research & Analytics

31

First Look Data: Success in Gateway & Other Courses Spring 2014 by Exemption Status (FTIC Students)

Math Communications Other0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%

55.3%

68.6% 68.3%66.7%73.0% 72.7%

Exempt

Source: CCTCMIS & FCS Research & Analytics

840 1,455 1,553 2,258 945 2,064

32

First Look Data: Success in Developmental Education Courses Spring 2014 by Exemption Status (Continuing Students)

Math Reading Writing0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%

54.5%

71.3%75.0%

61.9%

78.7% 78.9%Exempt

Source: CCTCMIS & FCS Research & Analytics

3,248 13,708 1,320 3,963 1,863 4,332

33

First Look Data: Success in Gateway & Other Courses Spring 2014 by Exemption Status (Continuing Students)

Math Communications Other0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%

65.3%

75.6%80.1%

71.9%

82.8% 82.5%Exempt Non Exempt

Source: CCTCMIS & FCS Research & Analytics

10,436 65,259 10,177 48,873 22,936 119,385

Collaboration

Please join us for dinner in the Coral Ballroom B

& C at 6:00 p.m.