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Dr. Nathaniel Pugh, Jr. Vice President, Planning and Institutional Effectiveness Dr. Christopher Shults Director, Planning and Institutional Effectiveness Assessment of Developmental Education Programs in Community Colleges: Establishing a System

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Page 1: Dr. Nathaniel Pugh, Jr. Vice President, Planning and Institutional Effectiveness Dr. Christopher Shults Director, Planning and Institutional Effectiveness

Dr. Nathaniel Pugh, Jr. Vice President, Planning and Institutional Effectiveness

Dr. Christopher ShultsDirector, Planning and Institutional Effectiveness

Assessment of Developmental Education Programs in Community

Colleges: Establishing a System

Page 2: Dr. Nathaniel Pugh, Jr. Vice President, Planning and Institutional Effectiveness Dr. Christopher Shults Director, Planning and Institutional Effectiveness

Table of Contents

The Status of Developmental Education

Developmental Education in SUNY and at SCCC

Developmental Education and the SCCC Institutional

Effectiveness Model

Progress in Establishing Developmental Assessment

Q&A

Page 3: Dr. Nathaniel Pugh, Jr. Vice President, Planning and Institutional Effectiveness Dr. Christopher Shults Director, Planning and Institutional Effectiveness

Developmental Education Nationally

Developmental Education is not new (UW in 1879)

Massive expansion by the turn of the century

Massification of higher education as a result of the GI Bill

Granted access to higher education to groups historically left

out

Levin 2001 – Legal and social mandate

Stigma increased based on two issues

Economic conditions

Student success concerns (nearly 50% nationally – higher in

community colleges)

State studies (TX, OH, FL) show lower success rates

Differential policies on remedial course-taking

Percentage taking developmental courses has nearly doubled

since 2000

Page 4: Dr. Nathaniel Pugh, Jr. Vice President, Planning and Institutional Effectiveness Dr. Christopher Shults Director, Planning and Institutional Effectiveness

Developmental Education in SUNY

Developmental education in SUNY limited to community

colleges

2006 system-wide study

37.5% of first-time freshmen were enrolled in developmental

coursework in

2004

More than ½ of the colleges saw increases

Percentages have increased dramatically and reflect national

averages

Page 5: Dr. Nathaniel Pugh, Jr. Vice President, Planning and Institutional Effectiveness Dr. Christopher Shults Director, Planning and Institutional Effectiveness

Developmental Education at Suffolk

Nearly 27,000 students

From 2,246 to 3,448 entering first-time freshman taking at least

one

developmental course from fall 2005-2010

An increase from 58 to 64 percent between fall 2005 and fall

2010

In fall 2008, 4,000 seats to developmental studies

In academic year 2010-2011, 500 sections and more than 7,000

seats

“We still do not know very much about the actual success of remedialprograms because colleges do not evaluate them very well. They

frequently collect inappropriate or poor-quality data and use inappropriatecriteria for measuring effectiveness…[the fact is] they do not know how toassess it” (Roueche & Roueche, 1999, p. 27 as cited in Romano, 2006).

Page 6: Dr. Nathaniel Pugh, Jr. Vice President, Planning and Institutional Effectiveness Dr. Christopher Shults Director, Planning and Institutional Effectiveness

Inside the Numbers at SCCC

Institutional effectiveness has been operationalized at Suffolk

County Community College as “the ability of an institution to

achieve its stated mission and goals. Given that SCCC, like nearly

all colleges mentions student success, to one degree or another,

it was decided that we must examine what impact developmental

studies is having on our institutional effectiveness efforts.

Page 7: Dr. Nathaniel Pugh, Jr. Vice President, Planning and Institutional Effectiveness Dr. Christopher Shults Director, Planning and Institutional Effectiveness

Inside the Numbers Continued

New Students Testing into Developmental Courses by Subject Fall 2006-2010

Writing Math Reading N Percent Percent PercentFull-Time Fall 2006 4152 21.1% 44.0% 29.2% Fall 2007 4340 26.1% 46.0% 32.6% Fall 2008 5058 28.0% 46.8% 36.9% Fall 2009 5074 31.2% 56.5% 39.7% Fall 2010 5487 31.0% 53.1% 37.9%Part-Time Fall 2006 1128 15.8% 34.2% 18.4% Fall 2007 1054 18.5% 36.8% 21.6% Fall 2008 806 30.6% 54.0% 34.2% Fall 2009 1675 19.3% 35.0% 20.4% Fall 2010 2799 10.6% 21.4% 12.3%Total Fall 2006 5280 19.9% 41.9% 26.9% Fall 2007 5394 24.6% 44.2% 30.5% Fall 2008 5864 28.3% 47.8% 36.5% Fall 2009 6749 28.3% 51.2% 34.9% Fall 2010 8286 24.1% 42.4% 29.3%

Page 8: Dr. Nathaniel Pugh, Jr. Vice President, Planning and Institutional Effectiveness Dr. Christopher Shults Director, Planning and Institutional Effectiveness

Inside the Numbers Continued

Developmental % of DWFs inCourses Required N (3,862) Graduation Transfer* Persistence Attrition Gateway Courses

0 1,616 26.4% 38.4% 18.6% 35.8% 35.2%1 581 20.3% 31.0% 20.3% 42.5% 40.4%2 700 13.9% 30.3% 18.4% 47.3% 45.7%3 395 11.7% 22.6% 23.3% 51.4% 47.3%

Fall 2005 Cohort of Entering Freshmen, Fall 2008

Developmental % of DWFs inCourses Required N (4,074) Graduation Transfer* Persistence Attrition Gateway Courses

0 1,668 23.0% 39.4% 17.6% 37.0% 35.2%1 634 19.6% 30.0% 20.2% 42.0% 40.4%2 714 12.3% 27.7% 21.0% 48.0% 43.0%3 432 9.7% 17.8% 24.1% 55.3% 48.7%

Fall 2006 Cohort of Entering Freshmen, Fall 2009

* Transfer rates include graduates** DWFI Findings are significant at .05

Page 9: Dr. Nathaniel Pugh, Jr. Vice President, Planning and Institutional Effectiveness Dr. Christopher Shults Director, Planning and Institutional Effectiveness

Inside the Numbers Continued

Fall 2007 Cohort of Entering Freshmen, Fall 2010

Developmental % of DWFs inCourses Required N (4,274) Graduation Transfer* Persistence Attrition Gateway Courses

0 1,640 22.2% 38.4% 18.7% 36.5% 33.6%1 636 18.7% 28.9% 19.0% 44.3% 39.9%2 771 12.9% 24.8% 20.6% 49.4% 41.9%3 500 12.2% 20.2% 22.8% 52.2% 43.7%

Page 10: Dr. Nathaniel Pugh, Jr. Vice President, Planning and Institutional Effectiveness Dr. Christopher Shults Director, Planning and Institutional Effectiveness

Inside the Numbers Continued

Semester of Enrollment First Second Third Fourth N Percent Percent PercentFall 2006 No Developmental 2095 79.3% 64.7% 57.6% Developmental 2524 78.2% 61.7% 55.1% Total 4619 78.7% 63.1% 56.2%Fall 2007 No Developmental 2024 81.5% 65.2% 58.7% Developmental 2798 80.2% 63.7% 55.7% Total 4822 80.7% 64.3% 57.0%Fall 2008 No Developmental 2315 82.5% 69.7% 63.6% Developmental 3477 79.0% 65.3% 56.7% Total 5792 80.4% 67.1% 59.5%Fall 2009 No Developmental 1901 82.9% 69.3% 64.0% Developmental 3907 77.3% 60.0% 53.8% Total 5808 79.1% 63.1% 57.2%

Pearson Chi-Square Tests Semester Second Third FourthFall 2006 Chi-square 0.922 4.535 3.006 df 1 1 1 Sig. 0.337 0.033* 0.083Fall 2007 Chi-square 1.391 1.253 4.389 df 1 1 1 Sig. 0.238 0.263 0.036*Fall 2008 Chi-square 10.979 12.207 27.33 df 1 1 1 Sig. 0.001* .000* .000*Fall 2009 Chi-square 24.079 47.855 54.253 df 1 1 1 Sig. .000* .000* .000*

Persistence of New Associate Degree Students – 2nd through 4th Semester

Page 11: Dr. Nathaniel Pugh, Jr. Vice President, Planning and Institutional Effectiveness Dr. Christopher Shults Director, Planning and Institutional Effectiveness

Inside the Numbers Continued

Transfer Rates for Students Taking at Least one Developmental Course

YearTotal # of transfers

Transfers who took at least one developmental course

Percent of transfers who took at least one developmental

course2006 4019 1301 32.4%2007 4204 1359 32.3%2008 4327 1559 36.0%2009 4466 1672 37.4%2010 3275 1172 35.8%

Total 20291 7063 34.8%

Given that around 60% of students take at least one developmental course, those taking developmental courses are less likely to transfer

Page 12: Dr. Nathaniel Pugh, Jr. Vice President, Planning and Institutional Effectiveness Dr. Christopher Shults Director, Planning and Institutional Effectiveness

Inside the Numbers Continued

Persistence Rates in STEM Programs by Developmental Course Taking: Fall 2006-2009

The persistence rates are higher for both categories with the only significant differences emerging in Fall 2009

Semester of Enrollment First Second Third Fourth N Percent Percent PercentFall 2006 No Developmental 199 83.9% 64.3% 55.8% Developmental 76 84.2% 71.1% 65.8%Fall 2007 No Developmental 168 85.7% 68.5% 64.3% Developmental 103 79.6% 62.1% 60.2%Fall 2008 No Developmental 186 88.2% 73.7% 63.4% Developmental 114 75.4% 69.3% 58.8%Fall 2009 No Developmental 161 85.1% 73.3% 68.3% Developmental 116 79.3% 60.3% 60.3%

Page 13: Dr. Nathaniel Pugh, Jr. Vice President, Planning and Institutional Effectiveness Dr. Christopher Shults Director, Planning and Institutional Effectiveness

Interpreting the Numbers

Students taking any developmental courses are less successful

Students taking between 1 and 3 developmental courses are

equally successful

The proportion of students taking developmental courses are

increasing even

as the population grows

Students taking developmental courses are having a greater

impact on overall

measures of student success (higher proportion and greater

numbers)

We have the data, now what?

Page 14: Dr. Nathaniel Pugh, Jr. Vice President, Planning and Institutional Effectiveness Dr. Christopher Shults Director, Planning and Institutional Effectiveness

Deploying a Comprehensive IE System at SCCC

Ahead of the 2007 reaffirmation, Suffolk Community College

began fully implementing a Comprehensive Assessment Plan for

Institutional Effectiveness. This plan has resulted in information

that has formalized and expanded assessment efforts and laid the

foundation for an extensive and integrated planning system that

will further enhance assessment activities and allow for expansion

of the initial assessments in developmental education. Regardless

of whether developmental education is a program or sequence of

courses, assessment of learning outcomes will be conducted and

the information will be used as part of the decision-making

process.

Page 15: Dr. Nathaniel Pugh, Jr. Vice President, Planning and Institutional Effectiveness Dr. Christopher Shults Director, Planning and Institutional Effectiveness

Planning Efforts and MSCHE Standards Strategic Planning

The preeminent planning process

Responsible for aligning college operations with external

conditions

Drives mission development/revision and creation of institutional goals (IGs) (Standard 1)

Operational Planning

Connected to strategic planning through the IGs

Includes assessment of student learning and the environment for

student learning (Standard 7,12, and 14 directly and 8,9,11, and 13

indirectly)

The planning effort rooted in daily activities

Budget Planning

Connected to operational planning through resource allocation (Standards 2 and 3)

Connects back to strategic planning through the IGs (Standards 2

and 3)

Page 16: Dr. Nathaniel Pugh, Jr. Vice President, Planning and Institutional Effectiveness Dr. Christopher Shults Director, Planning and Institutional Effectiveness

SWOT

STRATEGY

BUDGET

Plan

Implem

ent

Evaluate

Use

Res

ults

Plan

Implem

ent

Evaluate

Use

Res

ults

Plan

Implem

ent

Evaluate

Use

Res

ults

Institutional ActivitiesMajor Planning SystemsAssessment Efforts

Continuous ImprovementGear Movement

SCCC Institutional Effectiveness Model – Gears and Cogs

Env. Scan

Stake-holder input

OPERATIONS PLANNING

STRATEGIC PLANNING

BUDGETING

INSTITUTIONAL

EFFECTIVENESS

Academic Planning

AES Planning

State Budget

County Budget

Budget Requests

ASSESSMENT

Institutional Effectiveness System

Page 17: Dr. Nathaniel Pugh, Jr. Vice President, Planning and Institutional Effectiveness Dr. Christopher Shults Director, Planning and Institutional Effectiveness

Assessment is at the Core

Assessment and strategic planning

Assessment and operational planning

Assessment and budgeting

Assessment of the IE system

Assessment within an integrated system allows the college to move from data collection and information processing to informed and integrated planning that guides the evaluation of institutional effectiveness. The key is that information is evaluated for relevance and is filtered through systematic processes that link the institutional goals with resource allocation.

Page 18: Dr. Nathaniel Pugh, Jr. Vice President, Planning and Institutional Effectiveness Dr. Christopher Shults Director, Planning and Institutional Effectiveness

Developmental Education Assessment and Operational Planning

The SCCC Developmental Studies Advisory Committee

Current course-based assessment in developmental math

Connecting assessment in courses to the planning process

(SLOs)

Integration of developmental studies as part of academic

planning

Building up SLO assessment and program review in

developmental studies

Page 19: Dr. Nathaniel Pugh, Jr. Vice President, Planning and Institutional Effectiveness Dr. Christopher Shults Director, Planning and Institutional Effectiveness

Framework for Operational Planning in Developmental Education

Page 20: Dr. Nathaniel Pugh, Jr. Vice President, Planning and Institutional Effectiveness Dr. Christopher Shults Director, Planning and Institutional Effectiveness

What’s Next at SCCC?

Consensus that developmental studies needs more intensive

assessment

Consensus that current planning efforts need to continue

evolving based

on assessment of the IE system

Intense discussions about the status of developmental studies

– program or

a sequence of courses?

Assessment will be comprehensive whether as a program or

sequence of courses

Expansion of assessment activities in developmental English

and reading

Assessment of the impact of interventions (i.e. Title III,

program changes)

Increased focus on student success (CPT scores, placement,

outcomes)

Connecting developmental studies assessment into

operational planning

Page 21: Dr. Nathaniel Pugh, Jr. Vice President, Planning and Institutional Effectiveness Dr. Christopher Shults Director, Planning and Institutional Effectiveness

Questions?