slds webinar 1-28-151 the webinar will begin at approximately 1:00 pm est and will be recorded....

1SLDS Webinar 1-28-15

The webinar will begin at approximately 1:00 PM EST and will be recorded.

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A copy of this presentation and a link to the recording will be available at https://slds.grads360.org/#program/slds-webinars

Adult Education and Postsecondary Collaboration Regarding Remedial/Developmental Education

https://slds.grads360.org/%23program/slds-webinars

https://slds.grads360.org/%23program/slds-webinars

2

Panelists• Minnesota: Kara Arzamendia and Meredith Fergus• Montana: Brett Carter • New Hampshire: Art Ellison and Irene Koffink

Facilitator• Corey Chatis, State Support Team

Topics• Background• Catalyst and goals for collaboration• Progress made to date• Lessons learned and effective practices• Where do we go from here?

WEBINAR OVERVIEW

SLDS Webinar 1-28-15

SLDS Webinar 1-28-15 3

MINNESOTA

ADULT EDUCATION AND POSTSECONDARY COLLABORATION REGARDING REMEDIAL / DEVELOPMENTAL EDUCATION


Minnesota Developmental Education has three directions:

High school graduates (Getting Prepared)• Legislatively mandated report focusing on enrollment of high school graduates in

developmental education within two years of high school graduation. Uses SLDS data as of 2014. o Full 2014 report http://www.ohe.state.mn.us/mPg.cfm?pageID=2102

o 2015 interactive mobile analytics report http://bit.ly/180MUuL

FastTRAC (targeted co-curricular programming)• Minnesota FastTRAC operates under a grant from the Joyce Foundation in addition

to state appropriations. Evaluation data utilize combined information from higher education and Adult Basic Education (ABE).

Adults returning to higher education• Identified as area lacking data and information. Set for new research in summer

2015. Returning adults are the largest group enrolling in developmental education.

BACKGROUND

http://www.ohe.state.mn.us/mPg.cfm?pageID=2102

http://www.ohe.state.mn.us/mPg.cfm?pageID=2102

http://bit.ly/180MUuL


Identification• Minnesota policy discussions center on how to identify students needing

developmental education in college before they leave high school.

• There is a difference between students needing developmental education and students enrolling in developmental education.

Intervention / program evaluation• How to intervene to lessen the need for developmental education for certain

populations (e.g., high school graduates)?

• How to structure developmental education to be more effective (e.g., FastTRAC, returning adults)?

Lack of basic information• Is the need for developmental education a failure of the Minnesota education

system? Or is it a simple function of time away from education? Or is it something else completely?

CATALYST AND GOALS FOR COLLABORATION


Products of Our Collaboration

Reports and information• Getting Prepared 2014

• New study on adult developmental education

Changes in policy• ACT goes statewide

• Assessment of the validity of Accuplacer; moving Accuplacer into K12

• Reinforced Minnesota’s decision to fund developmental education with state financial aid

Changes in priorities• Large umbrella of high school-to-college/career programming

o Minnesota World’s Best Workforce

• Co-curricular programming

PROGRESS MADE TO DATE


Data are not always clear• The data do not always lend themselves to clear policy and direction;

language skills.

• Developmental education is not always a dead-end path; we need to be careful about how we interpret the data.

Turf: K12 vs. higher education vs. ABE vs. workforce programs • Which system is at fault? Who is taking responsibility?

• Realize this is a cross-agency/systemic issue

What direction are we looking?• Who’s the real focus for developmental education? High school graduates or

returning adults?

• Do we really not know who needs developmental education? The students who struggle in high school will likely struggle in college.

LESSONS LEARNED AND EFFECTIVE PRACTICES


More data, more discussions• Additional data on courses will help us assess the academic preparation of

students enrolling in developmental education.

• Further information on the pathways from K12 to ABE/developmental educationo Dropouts returning?

o Graduates with significant lags in enrollment

What’s our real goal for policy?• To prevent developmental education? To make developmental education more

effective/less harmful to the student?

• To simply identify viable pathways from education to work for this subgroup of students needing additional assistance?

WHERE DO WE GO FROM HERE?


MONTANA



High School Follow-up Reports

• This report was put out yearly by the Montana Office of the Commissioner of Higher Education (OCHE) to show college capture rates and remediation rates by district and high school.

• The report did not follow students directly and there was no individual level detailed data. It could not track credits earned in college for c12.

OPI’s K-20 project and OCHE partnership

• This SLDS project began in 2013 and sought to leverage OPI’s existing data warehouse (GEMS) with OCHE’s postsecondary data and link student data longitudinally from Montana high schools to Montana postsecondary institutions.

BACKGROUND


Data Transport and Transcript SystemData transport

• Create a data system for that will help the state gain actionable evidence on high school factors associated with college readiness (e.g., remediation) in Montana.

• Created an Interagency Data Governance Councilo OPIo Montana University System o High school and district officials

• Charged with establishing systems to collaboratively manage, link, and analyze K-20 education data.

Electronic transcript• Provide a mechanism for effective transcript data transport among school districts,

OPI, and colleges through a collaborative effort between OPI and OCHE.• Provide free electronic transcript service to high schools and colleges.



Data linkage• Student data going back to the high school graduating class of 2011 have been matched

to postsecondary data.

New follow-up report• An enhanced follow-up report has been created that displays postsecondary data

disaggregated by high school.

• Initial data analysis on remediation predictors has begun.

Transcript• Pilot high schools have signed up for the process, and we will begin receiving data from

all schools this spring.

PROGRESS MADE TO-DATE


Follow up report - http://gems.opi.mt.gov “College Readiness”


http://gems.opi.mt.gov/


Matching processHaving a unique identifier that follows a student from the high school system into post secondary institutions is key• Without it, we have been using a basic matching process based on demographic

information and other factors.

• Should not be a problem in the future with our electronic transcript solution.

Secure data transportThere is a need to make sure that data can be shared back and forth between participating institutions• We started this process being able to share identifiable data only in one direction (from

OCHE to OPI) due to state legislation introduced before we started this project. This leads to problems with quality control and the matching process.

• We are hoping that the legislature will change that this year.



Where do we go from here

DataTranscript• We will begin receiving all transcript data from our schools this spring and

transporting that data to postsecondary institutions in the state via Parchment.

• We will continue to get more data from the postsecondary side (e.g., classes taken, grades achieved, credits earned, graduation status).

Data analysis• Decide the metric that we want to use for college readiness (e.g., remedial classes

taken, retention, success, graduation).

• Develop models (e.g. logistic regression) using the high school data to predict college readiness (e.g. does taking more math classes in high school have a significant effect on college readiness everything else being equal?).

• Use estimated probability from the models to help administrators and teachers intervene in high school when a student is showing a lack of college readiness according to the data.


NEW HAMPSHIRE



Collaboration of the Adult Education and Community College Systems on Developmental/Remedial Education Issues• Early in 2013, Governor Maggie Hassan called together the leadership of the

Bureau of Adult Education and the Chancellor’s Office for Community Colleges to address a number of issues related to the overlap of instruction with these two systems.

• During the next year, meetings were held with six of the seven community college administrations/staff with the leadership of the local adult education programs in that area.

BACKGROUND


Key Individuals and Joint Goals• The key individuals in this effort over the past year and a half have been the

governor, governor’s staff, community college chancellor’s office, Department of Education’s Bureau of Adult Education, and community college presidents and their instructional leadership.

• The agreed-upon goals were related to a consideration of the cost for developmental education courses for students, the length of time that students remain in developmental education, the use of Pell grants for students in these courses, and the possibilities of the two systems working together on these issues.



Implementation • Pilot programs were carried out in three community colleges, with two more

planned for later this year. Discussions are going forward with plans to include all seven areas by the end of the next academic year.

• Representatives of both the community colleges and the local adult education programs are meeting on an ongoing basis to implement the pilots and to consider next steps.



What Works• There has been agreement between the community college and the adult

education staff on o who administers the class; o who recruits students for the class;o who provides assessments;o where the class is located (on the community college campus); and o Where students go in the community college system after completing the class.

• Consideration of the issue needs to come from the highest level of state government, and there needs to be cooperation from the top of the two systems down to the local instructional level.



Next Steps

• Continue planning with the local teams for the role that this type of instruction can play throughout the state.

• New Hampshire assigns a State Assigned Student ID to all students enrolled in the Community College System and in the University System of New Hampshire. A possible next step is to consider how the students taking the these remedial courses, prior to enrolling in the college system, can be accounted for so that the data can be analyzed.

• Request support for these activities in state budget for FY17-18.

WHERE DO WE GO FROM HERE?


QUESTIONS?


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Panelists • Kara Arzamendia, [email protected] • Meredith Fergus, (651) 259-3963 or [email protected] • Brett Carter, (406) 444-2080 or [email protected] • Art Ellison, [email protected] • Irene Koffink, (603) 271-3865 or [email protected]

SST• Corey Chatis, (206) 799-8768 or [email protected]

SLDS Webinar 1-28-15

CONTACT INFORMATION

mailto:[email protected]








slds webinar 1-28-151 the webinar will begin at approximately 1:00 pm est and will be recorded....

Documents

higher education

minnesota education

adult basic education

adult developmental

innesota slds webinar

slds data

c ollaboration slide

panelists minnesota