gateway course success
DESCRIPTION
Gateway course success. Scaling Corequisite. Too many students start college in remediation. Too many entering freshmen need remediation. 51.7%. of those entering a 2-year college enrolled in remediation . 19.9%. of those entering a 4-year college enrolled in remediation . - PowerPoint PPT PresentationTRANSCRIPT
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GATEWAY COURSE SUCCESSScaling Corequisite
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Too many students start college in remediation.
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Too many entering freshmen need remediation.
51.7%of those entering a 2-year college enrolled in remediation
19.9%of those entering a 4-year college enrolled in remediation
Source: Fall 2006 cohorts
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Too few remedial students ever graduate.
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Most remedial students never graduate.
Source: Completion data: fall 2006 cohorts; graduation data: 2-year, fall 2004 cohorts; 4-year, fall 2002 cohorts
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Student attrition is at the heart of the matter.
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Few Ever Get to Gateway
70% of students placed into remediation fail to enroll in
a gateway course in two academic years
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Policy Objectives for Gateway Course Success1. Design STEM and non-STEM math options.2. The default placement for most students
will be gateway courses.3. Provide additional academic support as
corequisite, not prerequisite.4. Establish a placement range instead of a
single cut score.
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What is Statewide Scale?A state system where . . .
• the vast majority of students . . .
• at the vast majority of institutions . . .
• receive academic support as a corequisite . . .
. . . resulting in dramatic increases in the number of students completing gateway math and English courses in one academic year.
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Guiding Objective
Students complete gateway courses and enter programs
of study in one academic year
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Mathematics must be aligned
with programs of study.
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“College Algebra was designed explicitly to meet the needs of students who are preparing to take Precalculus and Calculus.”
University System of GeorgiaMathematics Task Force:
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College Algebra’s Only Purpose :Preparation for Calculus
College Algebra Calculus
STEM
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STEM
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Providing Academic Support as a Corequisite
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One Semester Redesigned Gateway
Extra Ti
me
• 45 minutes after class
• Additional class periods
Mandatory Tutorin
g
• Paired proctored labs
Sequenced
• 5 weeks prep plus 10 weeks gateway content
Gateway
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One Semester Corequisite Results
Institution Subject Traditional Model
Corequisite Model
CC of Baltimore County Accelerated Learning Model English 33% 74%
Austin Peay State University Structured Assistance
English 49% 70%
Quantitative Reasoning 11% 78%
Statistics 8% 65%
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One Year Corequisite
Gateway
Semester 1 Semester 2
Gateway ContentAcademic Support
College Success Skills
STEM
Quantitative Reasoning
Statistics
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One Year Corequisite Results Carnegie Statway
Success in gateway math within one academic year
Traditional Model Statway
5.9%
51.0%
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Aligned and Parallel Support in Technical Certificate Programs
Technical Program Math and Language Skills
Tennessee Colleges of Applied Technology• Work Keys/Keytrain• Required, Proctored Lab• Competency-based, Self-paced
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TCAT Results
79% Graduation RateAll Complete Academic Support
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Placement into gateway courses and programs
of study
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Plotting a Path to Programs of Study• High school Performance
(GPA/Senior Year Courses)• High School Transcripts• Placement/Entrance Exams• “Grit”
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Plotting a Path to Programs of Study• Grit, like cognitive ability, falls within a
normal distribution.• Our current higher education system was
built for students with high grit and high academic ability.
• We don’t know if we can teach grit – but we can remove the unnecessary barriers that prevent student success.
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Current Model Enrolls Most Students into Remediation
Perc
ent
of S
tude
nts
Student Placement Data
30%70%
GatewayRemediation
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New Model Enrolls Most in CollegePe
rcen
t of
Stu
dent
s
Student Placement Data30%10% 60%
GatewayTest Prep or
Technical Certificate
Gateway Course with Corequisite
Support
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A Broad Placement RangePe
rcen
t of
Stu
dent
s
Student Placement Data30%10% 60%
Less than 2.0 HS GPA or
ACT Below 14 or
Equivalent
2.0 – 2.5 High School GPA or ACT 14-18 or
Equivalent
2.5 High School GPA or ACT 19 or
Equivalent
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Goal of Assessment Reform : More Students in Gateway CoursesDON’T:• Try to build the perfect test• Create a new rigid system for sorting studentsDO:• Dismantle unnecessary barriers by placing the
vast majority in gateway courses• Accept that the majority of students need
some support – cognitive and non-cognitive• Provide that support in the college-level
gateway course – as a co-requisite
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Policy Objectives for Gateway Course Success1. Design STEM and non-STEM math options.2. The default placement for most students
will be gateway courses.3. Provide additional academic support as
corequisite, not prerequisite.4. Establish a placement range instead of a
single cut score.