This document discusses plans to redesign developmental education programs to address high attrition rates. It notes that for students placing two levels below college courses, there are multiple "exit points" where they can fail to progress. Current success rates show that only around 16% of such students eventually pass the college-level course. The redesign aims to address this structural problem. Examples of scale projects from other institutions are provided. Areas that need immediate campus decisions are math pathways, writing courses, student services, and timing. Course delivery options, student services strategies, evaluation metrics, timelines, and opportunities for college input are also discussed.

1. Developmental Education
Redesign
Financial Aid/Institutional
Research/Registrar’s Retreat June
13th PCC

2. Have you heard about it?

3. Do you know why redesign

4. Current success data

5. 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.

6. Why high attrition rates are a
structural problem
▫ Do they pass the first course 63%
▫ Do they enroll in the next course? 80%
▫ Do they pass the second course? 63%
▫ Do they enroll in the college-level course? 80%
▫ Do they pass the college-level course? 63%
63% x 80% x 63% x 80% x 63%

7. Why high attrition rates are a
structural problem
▫ Do they pass the first course 63%
▫ Do they enroll in the next course? 80%
▫ Do they pass the second course? 63%
▫ Do they enroll in the college-level course? 80%
▫ Do they pass the college-level course? 63%
63% x 80% x 63% x 80% x 63%
.63 x .8 x .63 x .8 x .63 = 16%

8. Scale projects
• Locally
▫ Denver
▫ Front Range
▫ Aurora
• Nationally
▫ Baltimore
▫ Chabot
▫ Los Medinos
▫ Austin Peay

9. Areas for immediate campus decisions
• Math
• CCR
• Student services
• Timing

10. Course delivery
• CCR
▫ Soft landing and/or 091/092
▫ Studio D and/or Studio 121
• Math
▫ Assessment prep delivery
▫ Co-requisite labs, all, some, none

11. Student Services
• Minimum three CCSSE strategies for
planning, initiating, and sustaining success
▫ Orientation
▫ Goal setting and planning
▫ No late registrations
▫ First year experience
▫ Student success course
▫ Tutoring
▫ Supplemental instruction
▫ Case management/academic advising/career coaches

12. Evaluation
• Successful completion of a 100 level college
course
• How are you going to evaluate the redesign on
your campus?
• Are there goals or outcome measures your
faculty have set on your campus?

13. Timeline
Fall 2013
Ramp up
projects
Spring
2014
Transition
Fall 2014 Full
Implementation

14. Break into college groups
• What are the plans on your campus?
▫ CCR
▫ Math
▫ Student services
• How is your office going to be involved?

15. Share college plans

16. Questions

17. Unless otherwise specified, this work by the Colorado Community College System http://www.cccs.edu 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).