march 2013 detf overview
TRANSCRIPT
Developmental Education Redesign in the Colorado
Community College System
Overview
History of developmental education in COOur recommendations
Math College Reading and Composition (English & Reading) Administrative
Proposed timeline
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.
Colorado percent of enrollment in developmental education
27%
73%
Enrollment
Students enrolled in at least one DE courseAll other students
CCCS students
MAT ENG REA0
10
20
30
40
50
60
70
61.6
25.3
13.1
Percent of total remedial enrollment
Percent of total remedial place-ment
Traditional Colorado course pipeline
MAT 030
MAT 060
MAT 090
MAT 099
ENG 030
ENG 060
ENG 090
REA 030
REA 060
REA 090
Current 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%
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
Do they pass the first course 63% Do they enroll in the next course? 80% Do they pass the second course?
63% Do they enroll in the college-level course? 80% Do they pass the college-level course? 63%
63% x 80% x 63% x 80% x 63%
.63 x .8 x .63 x .8 x .63 = 16%
Why high attrition rates are a structural problem
CCCS pipeline example for students who completed ENG 030 - fall 2010
Completed 030(538)100%
Do they enroll and complete 060 (189)35%
Do they enroll in and complete 090 (32)6%
Creation of a task force
College representationFaculty + others (student services,
administration, testing, advising…)Charged with creating policy for the system
The goal of our recommendations
Move students quickly and effectively through their first college level course.
National models considered
Washington State - iBestTennessee – modules and math emporium Los Medinos - shortening the developmental
pipeline and acceleration in mathCCBC - Accelerated Learning (ALP)Chabot College – Acceleration and engaging
faculty to dive into pedagogy and practiceUniversity of Texas - new mathways projectAPSU– mainstreaming
A video
http://www.cccs.edu/developmental-education/overview.html
Our recommendations
Reduce the amount of time, number of credits, and number of classes
Curriculum redesign Reverse design What students need to know for success in college
class Active learning experiences
Ongoing process
Math - One size does not fit all
STEM Non-STEM Non-Transfer
Engineering Journalism Radiology
Life and Physical Science
History Automotive Tech
Computer Science
Education Medical Office Tech
College Composition and Reading(English & Reading)
CCR recommendations
Placement 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
CCR 092 + CCR 091 Completion of all REA and ENG developmental requirements
RC40-61 and/or SS 50-69
CCR 092 Completion of all REA and ENG developmental requirements
2A)RC62-79 and/or SS 70-94
CCR 093Studio D
Completion of all REA and ENG developmental requirements
2B)RC62-79 and/or SS 70-94
CCR 094Studio 121
Completion of all REA and ENG developmental requirements
CCR Courses
CCR 091 + 092 Co-requisites 6 credits
CCR 092 5 credits
CCR 093 and 094 Studio courses Co-requisite with ENG 121 or discipline strands course 3 credits
All are one semester After successful completion = successful completion
of all developmental Reading and English prerequisites
Testing and placement
Colorado specific assessment with “strands”Uniform multiple measures built into
assessment systemConsistent test administration statewideValidate assessment scores every 3-5 yearsTo accomplish these goals use a system level
assessment administrator in addition to college site administrators for local control
Student support
Use CCCSE practices Orientation Goal setting and planning No late registrations First year experience Student success course Tutoring Supplemental instruction Case management/academic advising/career coaches
College develop a plan to use for planning, initiating, and sustaining success for developmental students
Faculty support and development
Colleges create a professional development plan Offer limited full time positions to current adjunct
instructors during implementation Provide release time for implementation Course release and reassigned time to develop and
implement student success strategies Functional work groups on campus—i.e. BANNER,
Advising, Testing—address the issues of the implementation process
Provide, with CCCS, continuing professional development focusing on research-based strategies
Train transfer level and developmental faculty
Measures of success
Successful developmental students and programs should be measured in the following ways: In Math – Successful completion of any college level
(100+) math course In English and Reading – Successful completion of any
college level (100+) English course or any college level discipline strands course.
Enrollment projections
Refer to excel handout
Revenue and expenses
Expenses tied to sections = $1950 per section
Revenue tied to credit hours for FY13 = $174.75 per credit
This only accounts for instructional expenses
Implementation teams
Core implementation team Faculty Focused on curriculum, content, training, and
professional developmentRedesign advisory group
Administrative (Banner, Business officer, Advising, financial aid…)
Testing – work with College Board and our testing center directors
Timeline
Spring/summer 13 discipline team work to develop curriculum and to create professional development training for faculty and staff
Fall of 13 schools that are already working on redesign will ramp up projects
Spring 14 all colleges should transition to the new models
Fall of 14 all colleges should be operating with the new models in place
Creative Commons Attribution
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).