Michael Lawrence Collins, Jobs for the Future

Accelerating Opportunity

2014 Fall Technical Assistance InstituteAtlanta, Georgia October 9, 2014

Postsecondary State Policy Network

13 States

TEN YEARS AGO…

Assessment and Placement

One Shot Deal: Students’ Perceptions of Assessment and Course Placement in California’s Community Colleges By Andrea Venezia (West Ed)

Finding: Students perceive assessment tests to be a high stakes “one shot deal” that can place them in remedial courses for a long time but has little connection to what students studied in high school

Do High Stakes Exams Predict College Success? By Judith Scott-Clayton (CCRC)

Finding: Using multiple measures could reduce the remediation rate by 8 to 12 percentage points while maintaining or increasing success rates in college level courses

Rationale for Acceleration: Eliminate Points of Attrition

Course Completion/Enrollment for Students Referred to Lower Level Remedial Math

Key Evidence Influencing Development Education Reform

RESEARCH FINDINGS

Quantitative Studies:

• Calcagno & Long 2008

• Martorell & McFarlin 2007/2011

• Dadgar, 2012

• Scott-Clayton & Rodriquez, 2012

-Generally little positive effects for developmental education for students near “cut score” point

Co-Requisite Model

Community College of Baltimore County Accelerated Learning Project (ALP)

Students who test into highest level developmental writing enroll in English 101 with supports

Results:

Students passed the English gateway course within a year at a rate of 82% in comparison to 69% of non-ALP students who took the developmental education course.

Program Structure and Early Connection to Programs of Study

The Shapeless River: Does Lack of Structure Inhibit Student Success?

By Judith Scott-Clayton

• The observational evidence is very strong that community college students are often overwhelmed by the complexity of navigating their community college experience

Get with the Program

By Davis Jenkins (CCRC)

• Over 50% of students who entered a program of study in first or second term earned a certificate, degree, or transferred to a 4-year institution without a credential

Source: CCRC Working Paper No. 32 April 2011

Align Academic Requirements to Students’ Programs of Study

StatwayA one-year academic course that allows students to complete developmental math and statistics at the same time

28 institutions. 8 states: CA, FL, MA, MN, NY, TX, & WA

Results:

Roughly 50 % of developmental math students entering Statway have earned college math credit in a year or less.  Among developmental math students in these same schools, only 16% of have earned college math credit in two years.

CUNY Accelerated Study In Associate Programs

Financial Supports• Tuition Waiver• MetroCards• Textbooks

Student Services• Advising• Tutoring• Career Services

Course Enrollment• ASAP Seminar• Block-Schedule

Classes

Requirements / Messages• Enroll Full-time• Take Dev. Ed. Early• Graduate in 3 Years

Progress and Next Steps

Progress:

• Readiness

• Assessment

• Acceleration

• Alignment w/ programs of study

• Advising & Counseling

• Pathways

Next Steps:

• Document and codify successful models, programs, and policies

• Build infrastructure networked improvement

• Scale

MICHAEL LAWRENCE COLLINSASSOCIATE VICE PRESIDENT, POSTSECONDARY STATE POLICYmcollins@jff.orgtwitter: @mikejff

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