Developmental Education Redesign: Financial Implications

The problem

“The more levels of developmental courses a student needs to go through,

the less likely that student is to ever complete college English or math.”

- Thomas Bailey (2009) CCRC Brief.

Traditional Colorado course pipeline

MAT 030

MAT 060

MAT 090

MAT 099

ENG 030

ENG 060

ENG 090

REA 030

REA 060

REA 090

Course completion

Course 2010-2012: 3 year average

ENG 030 61.6%

ENG 060 63.2%

ENG 090 63.5%

REA 030 64.0%

REA 060 68.1%

REA 090 63.8%

MAT 030 60.8%

MAT 060 66.3%

MAT 090 60.1%

MAT 099 57.9%

Total Average 62.9%

Loss of students between courses

Even when students are successful in a DE course they do not come back for the next course in the sequence: Math 45% do not return English 31% do not return Reading 28% do not return

Why high attrition rates are a structural problem

For students who place two levels below a college course there are 5 “exit points” Do they pass the first course Do they enroll in the next course? Do they pass the second course? Do they enroll in the college-level course? Do they pass the college-level course?

Students placing three levels down have 7 exit points.

Why high attrition rates are a structural problem

CCCS pipeline example for students beginning in MAT090

Enroll in remedial math (6933) 100% Do they complete MAT 090 (3053) 44% Do they enroll in college math (1746) 25% Do they complete college math (1239) 18% Do they graduate (558) 8%

Nawrocki, Baker, & Corash (2009). Success of remedial math students in the Colorado community college system: A longitudinal study.

Why high attrition rates are a structural problem

Example for students who completed ENG030 - fall 2010

Completed 030(538) 100% Enroll and complete 060 (189)

35% Enroll in and complete 090 (32)

6%

Why high attrition rates are a structural problem

Example for students who completed MAT 030 - fall 2010

Completed 030(3931) 100% Complete 060 (1221) 31% Complete 090 (377) 10% Complete 099 (66) 2%

The goal

Move students quickly and effectively through their first college level

course.

National models

Chabot College UT Austin, Dana Center Los Medinos CC CC of Baltimore County Austin Peay State Tennessee, Minnesota, Connecticut,

Florida, Texas, California – systems and policies

Traditional Colorado course pipeline

MAT 030

MAT 060

MAT 090

MAT 099

Math

Assumptions

Sections were estimated at 18 students (three year average on current DE math sections)

Estimate that every course is 3 credit hours – (this could increase but likely will not decrease)

1/3 split enrollment between non-transfer, non-STEM, and STEM

50% retention from prior course (slightly lower than our current average)

Proposed plan year 1

Current Math

Average

Proposed Year 1

Headcount

28,050 28,050Sections

1,535 1,558

Credits 97,238

74,098

Additional Assumption for year 2

20% “assessment prep” students are retained to a pathway course. All enrollees were placed into a non-transfer path in this model. This may not reflect their actual choices

Proposed plan year 2

Old Math

Proposed Year 1

Proposed Year 2

Headcount

28,050 28,050 35,973Sections

1,535 1,558 1,998

Credits 97,238

74,098 97,866

Co-requisite mainstreaming assumptions

Same assumptions about retention from prior courses (50% on all but Assessment prep which is 20%)

All eligible students are put in co-requisite courses

All co-requisite courses are 1 credit All co-requisite courses estimated at

9 students (1/2 the size of DE courses now)

With co-requisite mainstreaming

Old Math

Proposed 1

Proposed 2

Co-req options

Headcount

28,050 28,050 35,973 39,785

Sections

1,535 1,558 1,998 2,513

Credits 97,238

74,098 97,866 93,560

Traditional Colorado course pipeline

ENG 030

ENG 060

ENG 090

REA 030

REA 060

REA 090

Three year trend (F2010-2012)

Average fall headcount 26,347

Average sections offered 1,436 Average credit hours

78,119 Average unduplicated headcount

21,915

Multiple placementsREA030 REA060 REA090 None

ENG030 3% 2% 1% 0%

ENG060 2% 6% 6% 3%

ENG090 0% 5% 14% 20%

ENG121 0% 0% 4% 34%

College Reading and CompositionPlacement Score(s) First Term Leads to

1A) RC 0-39 and/or SS 0-49

Soft Landing Accuplacer test

1B)RC 0-39 and/or SS 0-49

CRC 092 + CRC 091 Completion of developmental requirements

RC40-61 and/or SS 50-69

CRC 092 Completion of developmental requirements

RC62-79 and/or SS 70-94

Studio courses (college level course with a co-requisite CRC Studio)

Completion of developmental requirements

Assumptions year 1

Removed duplicated headcount from REA/ENG courses

Placements based on percent in 30/30, 30/60, 60/60, 60/90… placements

Sections at 18 students (three year average) Sections of Studio courses at 10 students Soft landing = non-credit Three credit courses for each experience

(studio 3 credit + paired with a 3 credit 121 or discipline course)

CRC has all 060 and split score placements

Proposed plan year 1

Old REA and ENG

Proposed Year 1

Headcount

26,34721,950

Sections

1,4361,619

Credits

78,11990,666

Assumption year 2

50% of the students in CRC are enrolled in 121 the next semester

20% “soft landing” students are retained to CRC

Proposed plan year 2

Historical

Proposed Year 1

Proposed Year 2

21,915 21,950 24,500

1,436 1,219 1,760

78,119 88,914 98,317

Co-requisite soft landing

One credit soft landing 10 students in all soft landing co-

requisite sections

With co-requisite soft landingHistoric

alProposed Year 1

Proposed Year 2

Co-req soft

landing

26,347 21,950 24,500 24,500

1,436 1,619 1,760 1,792

78,119 90,666 98,317 101,145

Revenue and expenses

Expenses tied to sections = $1950 per section

Revenue tied to credit hours for FY13 = $174.75 per credit

Math Old

modelNew

modelNew

w/ co-req

optionExpenses(sections

)

1,535$2,993,25

0

1,998$3,896,10

0

2,513$4,900,35

0

Revenue(credits)

97,238$16,992,3

40

97,866$17,101,9

08

93,560$16,349,6

10

Net $13,999,090

$13,205,808

$11,449,260

CRCOld model New

modelNew w/ co-req soft landing

Expenses

(sections)

1,436$2,800,200

1,760$3,432,00

0

1,792$3,494,40

0

Revenue(credits)

78,119$13,651,295

98,317$17,180,8

95

101,145$17,675,0

88

Net $10,581,095 $13,748,895

$14,180,688

Questions?

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Unless otherwise specified, this work by the Colorado Community College System http://www.cccs.edu is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 United States License. The material was created with funds from the Trade Adjustment Assistance Community College and Career Training (TAACCCT) grant awarded to the Colorado Online Energy Training Consortium (COETC).