presentation title runs here l 00/00/00 1 ncta national conference 2012 minneapolis a suite...

Presentation Title runs here l 00/00/001

NCTA National Conference 2012Minneapolis

A Suite Solution: Diagnostics, Intervention, & Customized Placement

Sharon Jacobsen, Rock Valley CollegeDeborah Anderson, Higher Education Consultant

Here’s our plan

Discuss college readiness

Introduce ACCUPLACER//MyFoundationsLab

Review early pilot results

Q & A

Because competitive, global work environments require more of our students to succeed in college in order to compete.


Why is college readiness important?

Studies have shown that about one in five students who enter high school will earn a college degree.

http://advocacy.collegeboard.org/

“The Complexity of College and Career Readiness”

“Unfortunately, we’ve got a real complex situation, something that’s been building for 200 years in the U.S., because we never designed our educational system to prepare everyone for post-secondary education.

We have purposely and consciously disconnected our educational systems at every level,…as the economy has changed, our social needs have changed and the structure of our society has changed, we need an aligned, connected system that creates the opportunity for all students to receive an education that enables them, if they choose to do so, to continue learning beyond high school.

That’s the heart of my definition, that’s the heart of the policy issue, and that’s the heart of the problem at the same time.”

Dr. David Conley, CEO, Educational Policy Improvement Center (EPIC) College & Career Readiness Symposium, April 24, 2012, Washington, DC

Students are “college ready” when they have the knowledge, skills, and behaviors to complete a college course of study successfully, without remediation.

“College Readiness” refers to the level of student preparation needed to be ready to succeed – without remediation – in an introductory level course at a two or four year institution, trade school, or technical school.

A student who is “ready for college and career” can qualify for and succeed in entry-level, credit-bearing college courses leading to a baccalaureate or certificate, or career pathway-oriented training programs without the need for remedial or developmental coursework.


Seeking a definition

College-Readiness Benchmark Scores

SAT Benchmarks ACT Benchmarks

Critical Reading = 500 Reading = 21

Math = 500 Math = 22

Writing = 500 English Composition = 18

Composite = 1500

Science = 24

Composite = 21

1500 composite score = 65% chance of earning a 2.67 GPA or higher during first year of college w/higher chance of graduating from college.

Benchmark scores = minimum scores needed to indicate 50% chance of obtaining a B or higher or 75% chance of obtaining a C or higher in the corresponding credit-bearing college courses.


College-Ready Placement Scores – 2 examples

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Dr. David Conley’s – 4 Keys to College & Career Readiness


• Basic knowledge & skills, writing,

algebraic concepts, key foundational

content, “big ideas” from core subjects

• Self-monitoring, study skills, time management, awareness of own level of mastery, selection of learning strategies

• Problem solving, inquisitiveness,

precision & accuracy, interpretation,

reasoning , intellectual openness

• ‘College knowledge’ understanding college admissions, college culture, tuition, financial aid, college-level academic expectations

Contextual Skills &

Awareness

Key Cognitive Strategies

Key Content

Knowledge

Academic Behaviors

Educational Policy Improvement Center/EPIC 2012 www.epiconline.org

http://www.epiconline.org/

Our CommunityRockford, IL

Population: 150,000 (City of Rockford)370,000 (Regional total)

Race:68% White18% Black10% Hispanic4% Other

Median Income: $38,000

Educational Attainment:22% H.S. drop out31 % H.S. graduate/GED27% Some college20% Bachelor’s degree or higher

3 of 4 City of Rockford public high schools are identified as ‘drop-out factories’ (Johns Hopkins University, 2007)

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Our InstitutionRock Valley College

Location:Rockford, IL; 85 miles northwest of Chicago, IL

Type:Comprehensive two-year community college

Student Profile/Annual Enrollment:

8,600+ enrollment

4,700+ full-time

Average age - 25.9 years

Female - 59% Male - 41%

Ethnic Origin:

White - 78% Black – 10% Hispanic – 8%

Asian – 3% Native American – 1% 10

Readiness Study 1 – Developmental Placements at RVC, 2007-2010

Purpose(s) of study:1) Identify # and % of students placing into developmental

course(s) in English, Reading, MathIdentify # and % of students placing at college-level in English, Reading, Math

2) Identify # and % of students required to take 1 subject of remediationIdentify # and % of students required to take 2 subjects of remediationIdentify # and % of students required to take 3 subjects of remediation

Study group:

All new students, all methods of placement for credit courses (ACT/SAT, ACCUPLACER &/or college transcripts)



n %English

College-level 14305 71.9Developmental 5597 28.1Total 19902

Reading College-level 15146 72.1Developmental 5873 27.9Total 21019

MathCollege-level 7133 42.4Developmental 9708 57.6Total 16841

Table 1. Number/Percentage of Students Placed by Subject


Number of Placements

n %

1 Subject 6637 53.2

2 Subjects 2997 24

3 Subjects 2849 22.8

Total 12483 100

Table 2. Number of Students Requiring Placements in Developmental Subjects (Math, English, Reading)

Readiness Study 2 – H.S. Juniors take ACCUPLACER, 2010-2011


College-Ready

Your score is at or above the state average for college-level courses. Continuing to take challenging classes in your senior year will prepare you for the rigor of college-level courses.

On Target Your score is within reach of the state average for college-level courses. Staying on your current path may yield placement into college-level classes. Plan to make the most of your senior year by taking a full schedule of challenging classes.

See Your Counselor

Your score is below the state average for college-level courses. Staying on your current path may yield placement into non-credit developmental (remedial) courses. Plan to make the most of your senior year by taking a full schedule of more challenging classes to help prepare you for college-level work.

Here’s what we found out


College Readiness – Reading Course Placement Frequency Percent Valid College Ready 100 level courses 582 44.5 On Target RDG 099 279 21.3 See Your Counselor RDG 096, 092, 080, no placement 448 34.2 Total 1309 100

College Readiness – English Course Placement Frequency Percent Valid College Ready ENG 101 626 47.8 On Target ENG 099 154 11.8 See Your Counselor ENG 099, 097, 082 528 40.3 Total 1308 99.9 Missing System 1 0.1 Total 1309 100

College Readiness - Algebra Course Placement Frequency Percent Valid College Ready MTH 120 220 16.8 On Target MTH 093/094 234 17.9 See Your Counselor MTH 091/092, 088,086 853 65.1 Total 1307 99.8 Missing System 2 0.2 Total 1309 100

5 Myths of Post-Secondary Remedial Education


Myth 1 Remedial Education

is K-12’s Problem

Myth 2Remedial Education

is a Short-Term Problem

Myth 3 Colleges Effectively Determine College

Readiness

Myth 4 Remedial Education is Bankrupting the

System

Myth 5 Maybe Some

Students are Just Not College Material

Wellman, Jane V. and Bruce Vandal. 5 Myths of Remedial Education. Inside Higher Education, July 21,2011.

“Remedial education is the 800-pound gorilla that stands squarely in the path of our national objective to increase the number of adults with a college degree. If we dispel these myths, the solutions become clear.”

(Wellman & Vandal, 2011)

1) Get H.Ed. to articulate what it means to be college-ready

2) Implement college-ready standards in H.S.

3) Fund remedial education programs in ways that reward student success

4) Customize coursework to meet students’ needs


Early Pilot Results

ACCUPLACER/MyFoundationsLab Pilot

Our Pilot Group UPWARD BOUND (TRIO grant program):

80 students

15-19 year olds

4 high schools; 3 school districts

At-risk of dropping out of H.S.

At-risk of not entering postsecondary ed./21st century

careers

First generation

Low socio-economic status

60% female; 40% male

1/3 Latino; 1/3 African-American; 1/3 White

95% stay through Grade 12 and graduate




Content good for 11th & 12th graders

Fills in gaps in classroom learning/content

For students w/low scores on ACT’s Explore & Plan

Glossary; it’s a good, useful tool

Assists w/review of past knowledge; refreshes skills

Grade book feature(s)

Easy to learn w/basic computer knowledge

Educators



Content good for 11th & 12th graders For 9th & 10th graders; they have not been exposed to some concepts, particularly in math

Fills in gaps in classroom learning/content

For covering skills low students have never learned

For students w/low scores on ACT’s Explore & Plan

For students who lack attention to stay on task; add games to keep students motivated

Glossary; it’s a good, useful tool Appears to be ‘teaching for the test’

Assists w/review of past knowledge; refreshes skills

For students who require more support than a computer can give

Grade book feature(s)

Easy to learn w/basic computer knowledge

Educators


MFL Reading helped on the November ACT

For learning math skills not introduced in class yet

For re-learning stuff I forgot

Helped me learn math concepts quicker than ever

Online, 24/7, videos, & examples before quizzes

For learning at my own pace & not being held back

Helped me stay focused & separate the important things from everything else


Students


MFL Reading helped on the November ACT

The long reading passages

For learning math skills not introduced in class yet

Make it MORE interactive (animations, music, games)

For re-learning stuff I forgot That it’s not freshman-friendly

Helped me learn math concepts quicker than ever

Needs more variety of questions/passages

Online, 24/7, videos, & examples before quizzes

Make it more challenging

For learning at my own pace & not being held back

Make it easier

Helped me stay focused & separate the important things from everything else


Students


86% Felt their skills improved using ACCU//MFL

90% Who took the ACT felt that ACCU//MFL would help improve ACT scores

65% Explored the Study Skills section and found it helpful.

82% Felt that ACCU//MFL helped them better understand what they needed to know to be ready for college


Post Pilot Survey – Students

Cerritos College ACCUPLACER//MyFoundationsLab Pilot

Cerritos College, a two-year institution in Norwalk, California, created a special "prep“ course using ACCUPLACER//MyFoundationsLab to help 40 students whose placement test results indicated the need for developmental course work, but who could not register as these courses were full.

After using ACCUPLACER//MyFoundationsLab


Reading English Math

54% increased reading scores

28% improved course placement level by one or more courses

62% increased sentence skills scores




Emphasize performance on initial ACCUPLACER diagnostic test(s)

Design w/ structure & accountability Clear completion goals Require student contact/use hours

Hands-on support from teachers/tutors

Incentives are critical Tie to credit/grades/rewards Re-test(s) for placement improvementEarly or guaranteed course registrationTuition/program cost credit

Training Buy-in & product familiarity is essential Lead staff must be well-

trained in student & instructor functions (ex. tools/reports to track student progress)


Some keys to success

Lessons Learned

• Even only six weeks of engagement in the ACCU//MFL program makes a difference.

• Focusing work in the arithmetic modules appears to make the biggest impact in improving math course placement.

• Students can feel overwhelmed by the amount of content assigned.

• Instructors/tutors continue to play a key role in supporting students.

• Instructor engagement translates to student engagement.

• Student feedback was extremely positive: “The best way to start college!”

Other Lessons Learned:

Motivation Matters—without a meaningful incentive, students do not engage in the MFL content. The more successful pilots offered students a relevant, impactful reason to engage.

Students will opt out of anything “optional.” ACCU//MFL must be somehow integrated in the course or regularly monitored to ensure students stay on task.

Time on Task is key—a few hours here or there over a semester is not going to make a difference.

Data from 4yr Pilot Institution

ACCURATE

Assess accurately, easily, and efficiently.

ENGAGING

Students receive a personalized, interactive learning experience.

EASY TO USE

Students and administrators will find the program easy to implement and use.

Thank You!

presentation title runs here l 00/00/00 1 ncta national conference 2012 minneapolis a suite...

Documents

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