Developmental Education Taskforce Recommendations

Overview

History of developmental education in COOur recommendations

Math College Reading and Composition (English & Reading) Administrative

Proposed timeline

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.

Colorado percent of enrollment in developmental education

27%

73%

Enrollment

Students enrolled in at least one DE courseAll other students

CCCS students

MAT ENG REA0

10

20

30

40

50

60

70

61.6

25.3

13.1

Percent of total remedial enrollment

Percent of total remedial place-ment

Traditional Colorado course pipeline

MAT 030

MAT 060

MAT 090

MAT 099

ENG 030

ENG 060

ENG 090

REA 030

REA 060

REA 090

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%

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.

Why high attrition rates are a structural problem

CCCS pipeline example for students who completed ENG 030 - fall 2010

Completed 030(538)100%

Do they enroll and complete 060 (189)35%

Do they enroll in and complete 090 (32)6%

Student Voice

Angela McAllister, RRCC student

Student Voice

Duane Hansen, FRCC student

The goal of our recommendations

Move students quickly and effectively through their first college level course.

National models considered

Washington State - iBestTennessee – modules and math emporium Los Medinos - shortening the developmental

pipeline and acceleration in math*CCBC - Accelerated Learning (ALP)*Chabot College – Acceleration and engaging

faculty to dive into pedagogy and practice*University of Texas - new mathways project*APSU– mainstreaming

* Indicates projects that heavily influenced CO recommendations

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

Math

Math - One size does not fit all

STEM Non-STEM Non-Transfer

Engineering Journalism Radiology

Life and Physical Science

History Automotive Tech

Computer Science

Education Medical Office Tech

College Reading and Composition(English & Reading)

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 093Studio D

Completion of all REA and ENG developmental requirements

2B)RC62-79 and/or SS 70-94

CRC 094Studio 121

Completion of all REA and ENG developmental requirements

Administrative

Testing and placement

Colorado specific assessment with “strands”Uniform multiple measures built into

assessment systemConsistent test administration statewideValidate assessment scores every 3-5 yearsTo accomplish these goals use a system level

institutional administrator (IA) in addition to college site administrators for local control

Student support

Use CCCSE practices Orientation Goal setting and planning No late registrations First year experience Student success course Tutoring Supplemental instruction Case management/academic advising/career coaches

College develop a plan to use for planning, initiating, and sustaining success for developmental students

Faculty support and development

Colleges create a professional development plan Offer limited full time positions to current adjunct

instructors during implementation Provide release time for implementation Course release and reassigned time to develop and

implement student success strategies Functional work groups on campus—i.e. BANNER,

Advising, Testing—address the issues of the implementation process

Provide, with CCCS, continuing professional development focusing on research-based strategies

Train transfer level and developmental faculty 

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.

What happens next?

Implementation teams

Core implementation team Faculty Focused on curriculum, content, training, and

professional developmentRedesign advisory group

Administrative (Banner, Business officer, Advising, financial aid…)

Testing – work with College Board and our testing center directors

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

Questions?

Creative Commons Attribute

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.