Colorado Developmental
Education Redesign
The problem
“The more levels of developmental courses a
student needs to go through, the less likely
that student is to ev...
Colorado percent of enrollment in developmental
education
27%
73%
Enrollment
Students enrolled in at
least one DE course
A...
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 reme...
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...
Why high attrition rates are a structural problem
 For students who place two levels below a college
course there are 5 “...
Why high attrition rates are a structural problem
 CCCS pipeline example for students beginning in
MAT090
 Enroll in rem...
The goal of our recommendations
Move students quickly and effectively through their
first college level course.
Our recommendations
 Reduce the amount of time, number of credits, and
number of classes
 Curriculum redesign
 Reverse ...
Math recommendations
Multiple pathways
 Each course in each developmental sequence should
be redesigned to only cover content necessary for th...
CRC recommendations
Placement Score(s) First Term Leads to
1A)
RC 0-39 and/or SS 0-49
Soft Landing Accuplacer test
1B)
RC ...
Testing and placement
 Colorado specific Accuplacer with “strands”
 Uniform multiple measures built into Accuplacer
syst...
Timeline
 Spring/summer 13 discipline team work to develop
curriculum and to create professional development
training for...
Implications
 GT Pathways courses are unchanged
 Students transfer at a faster/higher rate
 Students referred to commun...
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 ...
Creative Commons
Attribution
This work by Colorado Community College System COETC Grant is licensed under a Creative Commo...
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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
  • Sac1 9 13

    1. 1. Colorado Developmental Education Redesign
    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. 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
    5. 5. 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%
    6. 6. 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.
    7. 7. 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.
    8. 8. The goal of our recommendations Move students quickly and effectively through their first college level course.
    9. 9. 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
    10. 10. Math recommendations
    11. 11. 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
    12. 12. 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
    13. 13. Testing and placement  Colorado 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
    14. 14. 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
    15. 15. Implications  GT Pathways courses are unchanged  Students transfer at a faster/higher rate  Students referred to community colleges for remediation will require less time before they enroll in 4 year courses  Pathways advising  Crucial communication links - degree/program requirements
    16. 16. 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 v e l o p m e n t a l E d u c a t i o n T a s k F o r c e W W W . C C C S . E D U / D E T F 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 H T T P : / / C C R C . T C . C O L U M B I A . E D U / C o m p l e t e C o l l e g e A m e r i c a H T T P : / / W W W . C O M P L E T E C O L L E G E . O R G / G e t t i n g P a s t G o HTTP://GETTINGPASTGO.ORG
    17. 17. Creative Commons Attribution This work by Colorado Community College System COETC Grant is licensed under a Creative Commons Attribution 3.0 Unported 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).Based on a work at www.cccs.edu.Permissions beyond the scope of this license may be available at www.cccs.edu.

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