ACEC 1 15 13


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Presentation to explain impact of the redesign and the multiple pathways, testing and placement, timeline, implications and confluence,

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  • Note that this is largely adapted from the Dana Center model. But that the mainstreaming options for colleges incorporate best practices from English and our current local successes in mainstreaming particularly at CCD in Fast Start.
  • Review handout
  • ACEC 1 15 13

    1. 1. Colorado Developmental Education Redesign January 15, 2013
    2. 2. 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.
    3. 3. Colorado percent of enrollment in developmental education 27% 73% Enrollment Students enrolled in at least one DE course All other students
    4. 4. Colorado percent of HS students placing into one or more remedial courses 32% 68% Enrollment HS All Others Source: 2011 Legislative Report on Remedial Education,
    5. 5. HS student enrollment by placement 0 5 10 15 20 25 30 35 Enrollment Source: 2011 Legislative Report on Remedial Education,
    6. 6. CCCS students 61.6 25.3 13.1 0 10 20 30 40 50 60 70 MAT ENG REA Percent of total remedial enrollment Percent of total remedial placement Source: 2011 Legislative Report on Remedial Education,
    7. 7. 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% Source: Colorado Community College System
    8. 8. 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.
    9. 9. Why high attrition rates are a structural problem  CCCS pipeline example for students beginning in MAT090  Enroll in remedial math (6933) 100%  Do they complete MAT 090 (3053) 44%  Do they enroll in college math (1746 ) 25%  Do they complete college math (1239) 18%  Do they graduate (558) 8% Nawrocki, Baker, & Corash (2009). Success of remedial math students in the Colorado community college system: A longitudinal study.
    10. 10. The goal of our recommendations Move students quickly and effectively through their first college level course.
    11. 11. 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
    12. 12. Math recommendations
    13. 13. Multiple pathways  Each course in each developmental sequence should be redesigned to only cover content necessary for the college level course.  Multiple developmental sequences/paths/branches available to students based on their career/major interest. Leading to college math clusters in:  Non-transfer  Non-STEM  STEM
    14. 14. CRC 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 CRC 092 + CRC 091 Completion of all REA and ENG developmental requirements RC40-61 and/or SS 50-69 CRC 092 Completion of all REA and ENG developmental requirements 2A) RC62-79 and/or SS 70-94 CRC 093 Studio D Completion of all REA and ENG developmental requirements 2B) RC62-79 and/or SS 70-94 CRC 094 Studio 121 Completion of all REA and ENG developmental requirements
    15. 15. Testing and placement  CCCS specific Accuplacer with “strands”  Uniform multiple measures built into Accuplacer system  Consistent test administration statewide  Validate Accuplacer scores every 3-5 years – are we using the right cut scores  To accomplish these goals use a system level institutional administrator (IA) in addition to college site administrators for local control
    16. 16. 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
    17. 17. Implications  Workplace skills emphasis is on contextualized reading, writing and math skills  Affective skills – assessment and support  Students referred to community colleges for remediation will require less time before they graduate and/or enroll in 4 year institutions  Increased need for significant advising at high schools and community colleges  Crucial communication links – CDHE – Colleges – K-12 – Business and Industry partners
    18. 18. A confluence  P-20 Initiatives  Graduation Requirements  College and Career Readiness Assessments  CCHE - Admissions and Remedial Education Polices  Developmental Education Redesign  Influence of the Common Core
    19. 19. Questions?
    20. 20. Resources C o n t a c t s : C a s e y S a c k s c a s e y. s a c k s @ c c c s . e d u B i t s y C o h n b i t s y. c o h n @ c c c s . e d u D e ve l o p m e n t a l E d u c a t i o n Ta s k F o r c e w w C o m m u n i t y C o l l e g e R e s e a r c h C e n t e r http: // C o m p l e t e C o l l e g e Am e r i c a http: //w G e t t i n g P a s t G o http: // Colorado Commission on Higher Education. 2011Legislative Report on Remedial Education . February 2012. Remedial_relfeb12.pdf. Accessed 01/14/13.
    21. 21. Creative Commons Attribution Unless otherwise specified, this work by the Colorado Community College System 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).