community college baltimore county beyond anecdotal evidence peter adams
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Two Ways of Viewing Developmental Education view 1:as a pathway to college success view 2:as a gate, keeping out those not qualified for college-level workTRANSCRIPT
Community College Baltimore County
Beyond Anecdotal Evidence
Peter Adams
Community College Baltimore County
Study #1: 1993
Peter Adams
Two Ways of Viewing Developmental Education
view 1: as a pathway to college success
view 2: as a gate, keeping out those not qualified for college-level work
A L PThe Accelerated Learning Project
1993 Study
students who took ENG 052 at Essex Community College in 1988/89 863 students
followed for four years—until 1992
A L PThe Accelerated Learning Project
100%
75%
50%
25%
0%
Success rates for studentswho took ENG052 in 88-89
How We First Measured Success in Our Developmental Courses
100%
75%
50%
25%
0%
S in ENG052
49057%
U or WENG052
37343%
Success rates for studentswho passed ENG052 in 88-89and then took ENG101 by sp 92
ABC in ENG101
28781%
DFW inENG1016819%
A L PThe Accelerated Learning Project
100%
75%
50%
25%
0%
How We First Measured Success in Our Developmental Courses
Success rates for studentswho passed ENG052 in 88-89and then took ENG101 by sp 92
ABC in ENG101
100%
DFW inENG101
00%
A L PThe Accelerated Learning Project
100%
75%
50%
25%
0%
Success rates for studentswho took ENG052 in 88-89
How We First Measured Success in Our Developmental Courses
100%
75%
50%
25%
0%
U or WENG052
9999%
Success rates for studentswho passed ENG052 in 88-89and then took ENG101 by sp 92
ABC in ENG101
1100%
DFW inENG101
00%
S in ENG052
11%
Community College Baltimore County
Study #2: 1993
Peter Adams
A L PThe Accelerated Learning Project
took 0521988/1989
863
S in 05249057%
neverpassed 052
37343%
took 10135541%
took nomore writing
courses13516%
Students who took ENG 052 for the first time in 1988/1989
A L PThe Accelerated Learning Project
took 0521988/1989
863
S in 05249057%
neverpassed 052
37343%
took 10135541%
took nomore writing
courses13516%
Students who took ENG 052 for the first time in 1988/1989
A L PThe Accelerated Learning Project
took 0521988/1989
863
S in 05249057%
neverpassed 052
37343%
A, B, or Cin 101
28733%
D, F, or Win 101
688%
took 10135541%
took nomore writing
courses13516%
Students who took ENG 052 for the first time in 1988/1989
A L PThe Accelerated Learning Project
took 0521988/1989
863
S in 05249057%
neverpassed 052
37343%
A, B, or Cin 101
28733%
D, F, or Win 101
688%
took 10135541%
took nomore writing
courses13516%
Students who took ENG 052 for the first time in 1988/1989
A L PThe Accelerated Learning Project
took 0521988/1989
863
S in 05249057%
neverpassed 052
37343%
A, B, or Cin 101
28733%
D, F, or Win 101
688%
took 10135541%
took nomore writing
courses13516%
Students who took ENG 052 for the first time in 1988/1989
59%
A L PThe Accelerated Learning Project
ENG 101
semester 1
ENG 052
semester 1
ALP
Community College Baltimore County
Study #3: 2009
Peter Adams
S in 05217577%
U, W, or I in 052
5223%
A L PThe Accelerated Learning Project
students who took traditional developmental
writing in fall 06
students who took ALP in
fall 07, spring 08,
fall 08, spring 09
took 052fa 061023
S in 05260459%
have notpassed 052
41941%
took 0522007-09
227
took 052fa 061023
S in 05217577%
U, W, or I in 052
5223%
A L PThe Accelerated Learning Project
students who took traditional developmental
writing in fall 06
students who took ALP in
fall 07, spring 08,
fall 08, spring 09
S in 05260459%
have notpassed 052
41941%
took 10138337%
took nomore writing
courses22122%
took 101227
100%
took nomore writing
courses0
0%
took 0522007-09
227
took 052fa 061023
S in 05217577%
U, W, or I in 052
5223%
students who took traditional developmental
writing in fall 06
students who took ALP in
fall 07, spring 08,
fall 08, spring 09
S in 05260459%
have notpassed 052
41941%
took 10138337%
took nomore writing
courses22122%
took 101227
100%
took nomore writing
courses0
0%
took 0522007-09
227
A, B, or Cin 101
27927%
D, F. I, or Win 101
10410%
A, B, or Cin 101
14263%
D, F. I, or Win 101
8537%
54%
23%
students who took traditional developmental
writing in fall 06
students who took ALP in
fall 07, spring 08,
fall 08, spring 09
took 052fa 061023
S in 05217577%
U, W, or I in 052
5223%
S in 05260459%
have notpassed 052
41941%
took 10138337%
took nomore writing
courses22122%
took 101227
100%
took nomore writing
courses0
0%
took 0522007-09
227
A, B, or Cin 101
27927%
D, F. I, or Win 101
10410%
A, B, or Cin 101
14263%
D, F. I, or Win 101
8537%
took 052fa 061023
S in 05260459%
have notpassed 052
41941%
took 10138337%
took nomore writing
courses22122%
took nomore writing
courses0
0%
took 05207-08
74
A, B, or Cin 101
27927%
D, F. I, or Win 101
10410%
A, B, or Cin 101
4263%
D, F, I, or Win 101
3237%
tookENG 102
15415%
haven’ttaken
ENG 10212512%
took 10229
39%
haven’t taken
ENG 10213
17%
passed10210710%
F, I, or Win 102
475%
passed10219
26%
F, I, or Win 102
1014%
S in 05255
74%
U, W, or I in 052
1926%
took 10174
100%
Community College Baltimore County
Study #4: 2010
Peter Adams
Student Surveys
Student surveys were distributed in all ALP classes and in sections of
traditional ENGL 052 at the beginning and at the end of the fall 08 and spring
09 semesters.
247 traditional ENGL 052 students and 115 ALP students responded to the
pre-semester survey.
93 traditional ENGL 052 students and 82 ALP students responded to the post-
semester survey.
What Are the Features of ALP That Produce the Increased Success Rates
A L PThe Accelerated Learning Project
Effects on ALP Students
improved attitude
successful behavior
persistence
bonding
improved confidence
learning feels useful
attachment to college
What Are the Features of ALP That Produce the Increased Success Rates
A L PThe Accelerated Learning Project
Effects on ALP Students
posi
tive
attit
ude
succ
ess f
ulbe
hav i
or
pers
iste
nce
bond
ing
conf
iden
ce
lear
ning
feel
s us
eful
atta
chm
ent
to c
olle
ge
How do you feel about the fact that you do not get credit for this developmental English course?
a. very positiveb. somewhat positivec. somewhat negatived. very negative
A L PThe Accelerated Learning Project
ALP encourages a more positive attitude in developmental students.
33%
pre-traditional
44%
pre-ALP
100%
50%
How do you feel about the fact that you do not get credit for this developmental English course?
a. very positiveb. somewhat positivec. somewhat negatived. very negative
A L PThe Accelerated Learning Project
29%
post-traditional
39%
post-ALP
100%
50%
ALP encourages a more positive attitude in developmental students.
Now that the semester is almost over, how do you feel about having been required to take this course?
a. very positiveb. somewhat positivec. somewhat negatived. very negative
A L PThe Accelerated Learning Project
29%
post-traditional
39%
post-ALP
100%
50%
ALP encourages a more positive attitude in developmental students.
What Are the Features of ALP That Produce the Increased Success Rates
A L PThe Accelerated Learning Project
Effects on ALP Students
posi
tive
attit
ude
succ
ess f
ulbe
hav i
or
pers
iste
nce
bond
ing
conf
iden
ce
lear
ning
feel
s us
eful
atta
chm
ent
to c
olle
ge
Weekly Report on Student Behavioral Problems
1. How many students originally registered for your class: _______.
2. How many students have dropped the course: ________.(Count students as "dropped" when they have officially dropped through Records & Registration or if they have missed so many classes that, if they returned now, they could not possibly pass the course.)
3. How many were absent each day this week. If there are students whom you have listed under question 2 as "dropped," do not count them as absent.
a. Monday or Tuesday: _______
b. Wednesday or Thursday: ______
c. Friday: _______
4. How many students were late by more than 5 minutes:
a. Monday or Tuesday: _______
b. Wednesday or Thursday: ______
c. Friday: _______
5. How many students missed deadlines for submitting required work this week? If there are students who did not come to class this week and did not submit required work, count them in this total. Do not count students whom you listed as "dropped" in question 2 as missing deadlines.
6. How many times this week did you have to interrupt class to talk to a student or several students about their behavior?
A L PThe Accelerated Learning Project
Weekly Report on Student Behavior
Fall 08/Spring 09: 20 ALP sections 160 students
Fall 08/Spring 09: 18 traditional sections 360 students
Study of Student Behavior from Fall 2008 and Spring 2009
25%
10%
15%
5%
missedclass
latefor
class
missedassignmentdeadlines
disruptedclass
traditional ENGL 052
ALP ENGL 052
16 %
19%
5%
7%9%
2%3%
20%
2%
60%
16%
22%
33%
I took part in class discussionsa. oftenb. fairly oftenc. occasionallyd. seldom
A L PThe Accelerated Learning Project
ALP encourages positive student behaviors, discourages negative ones.
76%
post-traditional
84%
post-ALP
100%
50%
What Are the Features of ALP That Produce the Increased Success Rates
A L PThe Accelerated Learning Project
Effects on ALP Students
posi
tive
attit
ude
succ
ess f
ulbe
hav i
or
pers
iste
nce
bond
ing
conf
iden
ce
lear
ning
feel
s us
eful
atta
chm
ent
to c
olle
ge
A L PThe Accelerated Learning Project
10%traditional
90%
ALP
100%
50%
What Are the Features of ALP That Produce the Increased Success Rates
A L PThe Accelerated Learning Project
Effects on ALP Students
posi
tive
attit
ude
succ
ess f
ulbe
hav i
or
pers
iste
nce
bond
ing
conf
iden
ce
lear
ning
feel
s us
eful
atta
chm
ent
to c
olle
ge
A L PThe Accelerated Learning Project
Study of Student Behavior from Fall 2008 and Spring 2009:Percentage of Students Who, Instructors Report, Dropped Out
25%
10%
15%
30%
20%
5%
26%
16%
traditionalENGL 052
ALP
What Are the Features of ALP That Produce the Increased Success Rates
A L PThe Accelerated Learning Project
Effects on ALP Students
posi
tive
attit
ude
succ
ess f
ulbe
hav i
or
pers
iste
nce
bond
ing
conf
iden
ce
lear
ning
feel
s us
eful
atta
chm
ent
to c
olle
ge
How well did you get to know your classmates this semester?a. fairly wellb. quite a bitc. a littled. not much at all
A L PThe Accelerated Learning Project
ALP increases bonds among the students
65%
post-traditional
84%
post-ALP
100%
50%
What Are the Features of ALP That Produce the Increased Success Rates
A L PThe Accelerated Learning Project
Effects on ALP Students
posi
tive
attit
ude
succ
ess f
ulbe
hav i
or
pers
iste
nce
bond
ing
conf
iden
ce
lear
ning
feel
s us
eful
atta
chm
ent
to c
olle
ge
A L PThe Accelerated Learning Project
How good a writer are you?a. better than most CCBC studentsb. above average at CCBCc. fairly average at CCBCd. below average at CCBC
100%
50%
ALP increases student confidence.
40%44%
39%
pre-traditional
pre-ALP
34%
post-traditional
post-ALP
What Are the Features of ALP That Produce the Increased Success Rates
A L PThe Accelerated Learning Project
Effects on ALP Students
posi
tive
attit
ude
succ
ess f
ulbe
hav i
or
pers
iste
nce
bond
ing
conf
iden
ce
lear
ning
feel
s us
eful
atta
chm
ent
to c
olle
ge
Is what you learned in the ENG 052 class useful in other classes?a. yes, a lotb. yes, somec. not muchd. no, not at all
A L PThe Accelerated Learning Project
students perceive what they’re learning as more useful because they apply it in the ENGL 101 section
88%
post-traditional
97%
post-ALP
100%
50%
lear
ning
feel
s us
eful
What Are the Features of ALP That Produce the Increased Success Rates
A L PThe Accelerated Learning Project
Effects on ALP Students
posi
tive
attit
ude
succ
ess f
ulbe
hav i
or
pers
iste
nce
bond
ing
conf
iden
ce
atta
chm
ent
to c
olle
ge
Which of the following best describes how you feel about your current status at CCBC?a. I feel like a real college studentb. I feel like a real college student in some ways, but in other ways I don’tc. I feel like I’m being prepared to be a real college studentd. I feel like I’m being prevented from becoming a real college student
ALP increases student attachment to the college.
post-traditional
78%84%
pre-traditional
83%
pre-ALP
88%
post-ALP
100%
50%
lear
ning
feel
s us
eful
What Are the Features of ALP That Produce the Increased Success Rates
A L PThe Accelerated Learning Project
Effects on ALP Students
posi
tive
attit
ude
succ
ess f
ulbe
hav i
or
pers
iste
nce
bond
ing
conf
iden
ce
atta
chm
ent
to c
olle
ge
bond
ing
mainstreamed into ENGL 101
exposure to strong writers
small class size
membership in cohort
shortening of pipeline
attention to outside problems
attention to behavioral issues
meaningful context
Feat
ures
of A
LPEffects on ALP Students
posi
tive
attit
ude
succ
ess f
ulbe
hav i
or
pers
iste
nce
lear
ning
feel
s us
eful
atta
chm
ent
to c
oll e
ge
A L PThe Accelerated Learning Project
Critical Features of ALP
mainstreamed into ENGL 101
exposure to strong writers
small class size
membership in cohort
shortening of pipeline
attention to outside problems
attention to behavioral issues
meaningful context
Community College Baltimore County
Study #5: 2011
Peter Adams
A L PThe Accelerated Learning Project
Our Lives Made Simpler
SurveyMonkey
Community College Baltimore County
Study #6: 2011
Peter Adams
Developmental students
• grew up in poverty
• went to underfunded, underperforming schools
• have low confidence
• don’t know how to be a successful college students
• come from families that do not have a college education
• don’t understand college culture
• work too many hours while going to school
• don’t read
Community College Baltimore County
Beyond Anecdotal Evidence
Peter Adams
Thanks for your attention
Community College Baltimore County
Peter Adams