remediation at cuny · remedial needs at cuny 2 75.7 75.9 79.9 80.7 79.5 59.4 61.6 72.3 74.7 74.0...

Update to the CUE Council

CUNY Office of Academic Affairs

December 16, 2015

Remediation at CUNY

Remedial Needs at CUNY2

75.7 75.979.9 80.7 79.5

59.4 61.6

72.374.7 74.0

48.3 48.1

35.030.7

27.3

31.2 32.3

25.8 24.1 23.2

0

10

20

30

40

50

60

70

80

90

100

2009 2010 2011 2012 2013

Perc

en

t

Year

Trends in Initial Remedial Need of Associate Degree-

Seeking First-time Freshmen†

Any Subject Math Writing Reading

†Reflects remedial need upon application to CUNY.

CATW first used

for placement

Increased Regents

requirement for exemption

December 16, 2015CUNY Office of Academic Affairs

The percentage of students assigned to remediation who achieve

proficiency within their first year has gone up, but is still below 50%.

3

38.2 39.0 42.045.2

49.2

0

10

20

30

40

50

60

70

80

90

100

2009 2010 2011 2012 2013

Perc

en

t

Year

Trends in Percentage of Students fully proficient by end of the first year†

†Of associate students initially needing any remediation, by fall freshman cohort


CUNY Taskforce on Remediation


4

Chancellor convened the Taskforce in Fall 2015

Co-Chairs

EVC Rabinowitz

University Dean Crook

Membership

Faculty Chairs of Math, Reading, and English Discipline Councils

3 Community College Provosts

3 Senior College Provosts

OAA Representatives

Additional Reasons for Taskforce


5

Change in placement exams

Change in Regents exams

Change in Exit Exams

Growing Alternative Pathways

Algebra Alternatives in Math

New instructional formats in Reading/Writing

Discussions thus far


6

Placement including use of multiple measures

Use of High-stakes exit exams

Alternative Pathways

Impact at Senior Colleges


7

Tests are changing and thus by necessity all cut-

scores for admission and placement must be

reconsidered

May like to consider increased Immersion

opportunities including

Pre-enrollment support

Integrated support during semester

Pathways and transfer considerations

Prerequisites/Co-requisites

CEAFE Overview


8

The CUNY Elementary Algebra Final Exam (CEAFE) is the Elementary Algebra Common Departmental Final (CDF).

CUNY policy requires all Elementary Algebra students to take the CEAFE during the finals week of Elementary Algebra.

To earn a passing course grade, students must meet both of the following criteria. Students must earn:

1. 60% or higher on the CEAFE, and

2. 70%†

class average with the CEAFE accounting for 35% of the final average.

†Prior to Fall 2015, a 74% was required.

CEAFE Passing Trends


9

†Of students who enrolled in an Elementary Algebra course, between 28% and 32% of students in each term

withdrew before taking the exam. Pass rates for students who took the exam were between 51% and 57%.

37.4 36.240.5 37.8 39.6

35.7

0

10

20

30

40

50

60

70

80

90

100

Fall 2012 Spring 2013 Fall 2013 Spring 2014 Fall 2014 Spring 2015

Perc

en

t o

f st

ud

en

ts r

egis

tere

d

Semester

CUNY-wide

Community and Comprehensive Colleges

CEAFE Testing and Passing Trends


10

Registered in

Elementary Algebra

N NPercent of

RegisteredN

Percent of

Tested

Percent of

Registered

2012-Fall 14,577 10,449 72% 5,447 52% 37%

2013-Spring 14,751 10,400 71% 5,343 51% 36%

2013-Fall 16,048 11,498 72% 6,495 56% 40%

2014-Spring 14,917 10,122 68% 5,633 56% 38%

2014-Fall 15,780 10,985 70% 6,251 57% 40%

2015-Spring 12,706 8,339 66% 4,535 54% 36%

Semester

Tested Scored 60+

CEAFE Score DistributionFall 2014


11

5

19

49

115

180

298

367

460

467

526

541

557 5

26

604

534

658

645

651

637

645

634 616

502

388

242

0

100

200

300

400

500

600

700

4 8 12 16 20 24 28 32 36 40 44 48 52 56 60 64 68 72 76 80 84 88 92 96 100

Nu

mb

er

of

Stu

den

ts

CEAFE Score

𝑚𝑒𝑎𝑛=61.5𝑆𝐷=22.2𝑁=10,866

CUNY-wide mean and SD Trends


12

Semester Mean SD N

Fall 2012 59.07 21.47 10,474

Spring 2013 58.57 21.76 10,293

Fall 2013 61.32 21.78 11,384

Spring 2014 60.49 22.22 10,231

Fall 2014 61.55 22.22 10,866

Note that the mean score is approximately the passing score of 60.

This indicates that a significant number of students

1. could potentially pass the exam with only small changes in the

exam or instruction.

2. barely pass the exam and could perhaps benefit from additional

support in a subsequent math course.

CUNY Elementary Algebra Final Exam


13

College Type NPercent

Tested

Percent

Passed

Senior 323 93% 89%

Comprehensive 1,875 87% 69%

Community 2,827 85% 64%

Total 5,025 86% 67%

USIP 2014

College Type NPercent

Tested

Percent

Passed

Comprehensive 2,550 66% 39%

Community 12,367 68% 37%

Total 14,917 68% 38%

Spring 2014

Opportunity for Interventions

Students who are “close to passing” Elementary Algebra may be offered an intervention prior to the next semester.

Initially, CUNY Policy was highly restrictive in defining “close to passing” per the recommendation of the Math Panel.

In 6/2013 memo, CUNY Policy was changed to allow departments to create their own definition of “close to passing.”

Fall

2013

Fall

2014

Total 649 862

Passed CEAFE 73% 76%

Elementary Algebra

Intervention Completers†

December 16, 2015

14

CUNY Office of Academic Affairs

†Note: Intervention completion is inferred

from a student taking the CEAFE twice in a

short time period. For LaGuardia and

Kingsborough, this method may also capture

session 2 repeaters.

Many interventions occur

during Winter and

Summer USIP offerings.

Community Colleges, including those at CUNY, are experimenting with a variety of

models of course redesign, mainstreaming, and enhanced placement policies to

improve student outcomes.15

Alternatives to algebra

for non-STEM majors

• Place students directly

into quantitative courses

most relevant for

major/career goals

• Lexa Logue’s study of

placing students directly

into college statistics with

extra support

Co-requisite courses

• Remedial support

integrated in college-level

coursework

• Contextualized in a

subject

• Statway/Quantway

(Carnegie)

• Statistics Pathway (Dana

Center)

• Guttman’s City Seminar

Enhanced Placement

• Use factors other than single placement test

• Acknowledge importance of non-cognitive factors in student success

• Incorporate high school grades and course-taking (California schools, SUNY)

• Student self-directed placement (Florida, Oregon)

• Targeted counseling (Wisconsin)

Accelerated/immersion

courses

• Less time and money

invested in no-credit

courses

• Fewer opportunities to

exit without completing

• CUNYStart

• FastStart (Denver)

• ALP (Baltimore)


remediation at cuny · remedial needs at cuny 2 75.7 75.9 79.9 80.7 79.5 59.4 61.6 72.3 74.7 74.0...

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