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Acec 1 15 13
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- 2. The problem “The morelevels 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. Colorado percent ofenrollment in developmental education 27% 73% Enrollment Students enrolled in at least one DE course All other students
- 4. Colorado percent ofHS students placing into one or more remedial courses 32% 68% Enrollment HS All Others Source: 2011 Legislative Report on Remedial Education,
- 5. HS student enrollmentby placement 0 5 10 15 20 25 30 35 Enrollment Source: 2011 Legislative Report on Remedial Education,
- 6. CCCS students 61.6 25.3 13.1 0 10 20 30 40 50 60 70 MAT ENGREA Percent of total remedial enrollment Percent of total remedial placement Source: 2011 Legislative Report on Remedial Education,
- 7. Current course completion Course2010-2012: 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. Why high attritionrates 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. Why high attritionrates 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. The goal ofour recommendations Move students quickly and effectively through their first college level course.
- 11. Our recommendations Reducethe 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
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- 13. Multiple pathways Eachcourse 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. 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. 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. Timeline Spring/summer 13discipline 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. Implications Workplace skillsemphasis 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. A confluence P-20Initiatives Graduation Requirements College and Career Readiness Assessments CCHE - Admissions and Remedial Education Polices Developmental Education Redesign Influence of the Common Core
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- 20. Resources C o nt 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 w.cccs.edu/detf 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: //ccrc.tc.columbia.edu/ C o m p l e t e C o l l e g e Am e r i c a http: //w ww.completecollege.org/ G e t t i n g P a s t G o http: //gettingpastgo.org Colorado Commission on Higher Education. 2011 Legislative Report on Remedial Education . February 2012. http://highered.colorado.gov/Publications/Reports/Remedial/FY2011/2011_ Remedial_relfeb12.pdf. Accessed 01/14/13.
- 21. Creative Commons Attribution This workby 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.