results are (coming) in: first look at colorado’s scorecard for developmental education redesign...
TRANSCRIPT
NADE 2015
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 Sequence
MAT 030
MAT 060
MAT 090
MAT 099
ENG 030
ENG 060
ENG 090
REA 030
REA 060
REA 090
The Old Colorado ModelToo many exits points
Too many courses
Too many semesters
Reading and writing taught in separate courses
Math pathway focused on college algebra (MAT
121) as the college level course
The Goal of the Redesign
.
A developmental education redesign that
will move students quickly and
effectively (and successfully) through
their first college level course.
What “Redesign” Looks Like Math – pathways at the developmental level
Algebra
Non-Algebra (statistics and math for liberal arts)
Non-transfer (career math, clinical calculations)
Mainstreaming with supplemental instruction when possible
College Composition and Reading (formerly reading and
English)
Integrated disciplines
Options for delivery (CCR 092 0r CCR 093 or CCR 094)
Mainstreaming when possible
Tiers of student support in classrooms
The Math Pathway Model
MAT 050Quantitative
Literacy
MAT 103MAT 108
MAT 109MAT 112
MAT 055Algebraic
Literacy
MAT 120MAT 135MAT 155 MAT 156
MAT 121MAT 123
MAT 025Algebraic
Literacy Lab
MAT 093Algebra Lab
MAT 091Applied Quant
Lab
MAT 092Quant Lab
New English and Reading CoursesNew Developmental Education Courses
CCR091
CCR 092
CCR 093
CCR 094
CCR = College Composition and Reading
All courses integrate reading and writing
Overall Strategies Courses embody specific principles
Acceleration
Mainstreaming
Contextualization
Career Pathways (Programs of Study)
Integration of English and reading
Professional development for faculty and staff
Plan for ongoing assessment built into model
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.
Cohort tracking – how many are completing college
courses?
System Outcomes – College Composition and Reading
Course Students enrolled …successfully completed college English
BASELINE COURSES 08-09 academic year
3 Levels below College 464 3 (.6%)
2 Levels below College 2,167 110 (5.1%)
1 Level below College 6,147 1,459 (23.7%)
REDESIGN COURSES Fall 2013 pilot
2 Levels below College as co-
requisite with 1 Level below
68 14 (20.6%)
1 Level below College 757 174 (23%)
Co-requisite with College
Course
286 100 (35%)
Co-requisite with College
English
724 526 (72.6%)
System Outcomes - MathCourse Students enrolled …successfully completed college
math
BASELINE COURSES 08-09 academic year
4 Levels below 5,244 93 (1.8%)
3 Levels below 5,801 303 (5.2%)
2 Levels below 5,225 465 (8.9%)
1 Level below 636 159 (25%)
REDESIGN COURSES Fall 2013 pilot
Leads to Stats, LA math,
CTE
1955 163 (8.3%)
Leads to Algebra 1145 213 (18.6%)
SAI MathCourse Students enrolled …successfully completed college
math within one year
Fall 2013 SAI pilot
SAI with CTE 70 37 (52.9%)
SAI with LA math 4 4 (100%)
SAI with algebra 19 13 (68.4%)
Initial Findings Suggest CCR redesigned developmental course had a higher
success rate in the college level writing course than students enrolled in separate ENG and REA courses
Highest success rate for those students who took the developmental course concurrently with the college level writing course
Students enrolled in MAT redesigned courses achieved similar success rates to those who enrolled in the old math sequence; however, they achieved those results in one semester rather than three years
Initial Findings Suggest Continued CCCS data mirror national data around corequisite
instruction
Students enrolled in one of the supplemental academic instruction math courses had higher success rates than other developmental students
Developmental education students appear to have a better chance of being successful in a college course if they take the developmental course they need concurrently with a college level course
Rutgers Evaluation Qualitative and Quantitative
Experimental phase for TAACCCT
State redesign
Implementation
Outcomes
Report to be released Spring 2015
DE Taskforce Top down and bottom up
Supported by previous innovation
TAACCCT dollars were useful
Ground-up process of exploration and decison making (faculty led)
Exploration of innovative models from across the nation; opportunities to share information and to learn from other colleges to focus in on specific subjects
How Did Change Happen on Campuses? Colleges each chose their pace and a process for
implementation based on guidelines
Implementation varies by college and sometimes by campus
Tools for success:
- Creation of college level committtees
- Involving student services
- Involving the registrar’s office
- Looking at pre and co reqs
Challenges Implementation and delivery varies colleges by college Integration of English and reading “made sense.” Yet,
there were also real concern, “quite a bit of fear,” and/or anxiety, about the changes to come and how they would affect employment, teaching assignments and teaching loads.
- Identifying roles for reading faculty who did not have a masters in English - Reading faculty’s concern about how reading would be taught in CCR and who would teach it
Advising students on best math pathway Soft landing
Select Quantitative Findings Math Students taking the Algebra pathway course were just
slightly more successful at completing the DE course when the class was paired with Algebraic literacy lab.
For the DETF fall redesign cohort we observe that approximately 67% of Math 050 students who enrolled in a 100 level passed it. About 62% of the Math 055 students who enrolled in a 100 level course passed it. These are slightly lower rates than the historic comparison group.
Select Quantitative CCR Findings Students in CCR 094 Studio121 (Co‐requisite integrated reading and
writing support paired or linked with ENG 121) are more successful than CRC 092 College Reading and Composition students.
- Passing DE
- Passing 100 level
CCR 092 students had higher rate of enrollment in a 100 level course than their historic counterparts in 030 and 060. This suggests that the new CCR 092 may improve students’ chances of students enrolling in 100 level courses
Demographics Matter Race
Ethnicity
Age
Gender
Enrollment status
The Idea A collection of faculty reflections on the
developmental education redesign called— Faculty
Voices— can be that more.
Faculty Voices Publication
What They are Saying….
This was actually a terrific opportunity to pair some new
instructors with experienced ones, and some adjunct
faculty with regular faculty. We saw a marked increase in
faculty communication because of these pairings, and
from that came some valuable discussions about what was
working and what would need to be adjusted for the next
semester.
Faculty A
On the first day, and often for the rest of the semester, no
one in the 121 classroom knows who is "ready" for it and
who isn't. There is no great divide, either socially or
academically. If one were to look at our 121 grade books
or an average day in class, it would be hard to tell which
students are also in the Studio class because they are rising
to the challenge. They are performing as well as their 121
peers, and often are even outperforming them, both in
classroom participation and assignment quality.
Faculty B
Students who were working on fractions, decimals, and unit
rate were assigned a problem …. building a deck of a
certain size. [They had]to determine how much lumber to
buy of what size so they could complete the project within
the set budget. Consistently, the older students were better
able to figure out how to solve the complex problems
while the younger students were better at working the
mathematical operations that allowed the group to find the
solution.
Faculty Voices
Facutly Voices Publication
The remaining 14 essays and the supporting class materials can be found at Faculty Voices Essay
Reflections… Review and revision of college level courses necessary.
Loss of energy once The Task Force ended.
Acceleration works. Mainstreaming works best!
These changes in the structure reduced the number of classes taught which affected FTE.
Student Support Services must be expanded.
Traditional pedagogy for teaching math challenged by the math redesign.
Breaking down of silos and starting conversations.
Next StepsContinuing data collection
Student Services Voices and Student Voices
Plan for building sustainability by continuing support—five year plan
Explore Student Services model
Implement new basic skills assessment
Continuing professional development
Places to go and people to see for
more information
DE site
https://resources.cccs.edu/education-
services/developmental-education-task-force/
Weebly
http://cccscoetc.weebly.com/
Contact us…Brandon Feres
303.340.7563
Linda Sue Hoops
303.556.3581
Marilyn Smith
720.858.2328
Heather McKay
This Workforce Solution and Open Educational Resource by Marilyn Smith of the Colorado Online Energy Training Consortium is licensed under a Creative Commons Attribution 4.0 International License. Permissions beyond the scope of this license may be available at www.cccs.edu.
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