PowerPoint Presentation

Adventures in AccelerationBucks County Community Colleges Efforts to Improve the Success of Developmental Students

Lisa Angelo, Assistant Academic Dean, MaSTSusan Darrah, Assistant Academic Dean, Language & LiteratureDenise May, Reading Coordinator, Language & Literature

ProblemBased on data from Achieving the DreamLess than 1/3 of the students referred to developmental coursework complete the recommended course sequence in 3 years.Of those students who complete the sequence 10 12% fail to enroll in the first college level course required for degree completion or transferDevelopmental Education Task ForceAppointed by the President of Bucks to report on current status of Developmental Education at BCCC

MembersThe ProvostVice President, Student AffairsDean, Academic and Curricular ServicesAssistant Academic Dean, Language and LiteratureAssistant Academic Dean, Mathematics, Science and TechnologyExecutive Director, Research and Assessment4Review of Current ResearchTo increase developmental students rate of persistence and program completionGet students enrolled in a program of study as soon as possibleGet students through developmental coursework as quickly as possibleEntry into and Completion of Program of StudyEssential for students to enter a program of study as soon as possibleStudents who enter a program of study in first year- much more likely to complete a credential or transfer to a four-year program then students who did not enter a program until the second yearRedesign process should strengthen pathway to program entry and completion

Get With the Program: Accelerating Community College Students' Entry into and Completion of Programs of Study (CCRC Working Paper No. 32) http://ccrc.tc.columbia.edu/Publication.asp?UID=885

Shorten the Developmental Sequence Structural Deficiency in Traditional SequenceMultitude of exit points available to and taken by studentsLose students at each point of the sequenceMultiplication Principal Myra Snell (Los Medanos College) and Katie Hern (Chabot College)Leaky Pipeline Donna McKusick and Peter Adams from the Community College of Baltimore CountyFocus on AccelerationDevelop approaches to shorten the developmental coursework sequencePrevent leakageGets students into program of study fasterDefinition of AccelerationReorganization of instruction and curricula in ways that facilitate the completion of educational requirements in an expedited manner.Accelerating the Academic Achievement of Students Referred to Developmental Education (CCRC Working Paper No. 30, Assessment of Evidence Series http://ccrc.tc.columbia.edu/Publication.asp?UID=867 Models for Accelerating Students Progress through Developmental EducationAvoidance ModelsHigh School ProgramsSummer Bridge ProgramsCompressed Coursesshorter time frameModularized CoursesIndividualized and self-pacedMainstreaming into College Level CoursesCollege level course with supplemental supports

Unlocking the Gate :What We Know About Improving Developmental Education http://www.mdrc.org/publications/601/overview.html

10Acceleration in ReadingThree main approaches to expedite movement through developmental courseworkModularized Instruction Mainstreaming into College Level CoursesAvoidance of Developmental ReadingReading PlacementBased on Accuplacer ScoreScore Reading Course Level 1 READ090:Intro to College Reading (< = 57) 11 13% Level 2 READ110: College Reading + Study Strategies (58-75) 25 27% Level 3 No Reading Course Required (> = 76) 60 64%

Level 1-READ 090Introduction to College ReadingRequired course - must be taken the semester immediately following the testLevel 1 Reading score - limits enrollment in college level coursesRetake Accuplacer at end of course and need to test into Level 2.Students enrolled in READ090 must next register for READ110 Students enrolled in READ090 must next register for READ110 unless they receive a level 3 on the Accuplacer.

Modular ApproachFast-Track Reading 1 creditComputer-basedOriginally used Accuplacer DiagnosticMyFoundationsLab for ReadingDiagnostic AssessmentPersonalized learning planInteractive learning activitiesSelf-pacedResults from Summer Pilot60 unduplicated students were enrolled in READ 089 during Summer 1 and 2, 2011.16 (26.7%) were new to the college.21 (35.0%) were in READ 090 in Spring 1123 (38.3%) were in AESL in Spring 11 or Summer 1 201153 (88.3%) successfully completed the course.35 (66.0%) improved their reading level.27 (50.9%) improved one level. 8 (15.1%) improved two levels. Fast Track ReadingRead 089 Summer 2011 Levels ImprovedTypeEnrolledCompletedOneTwoTotalNew16146410READ090211811213AESL 103232110212Total605327835Mainstreaming into College-level CoursesEvaluation of composite of scores as criteria for placementReading>=52, Writing=4 + Math>=5Enrolled in Paired READ110 and content courseReading >= 52, Writing=4 or Math= 5Reading =5Enrolled in Paired READ110 and content courseAdditional support of Fast-Track Reading

Results of Composite Score PlacementGroup#READ 089 READ 110 average Tested directly into READ 110601No2.85Reading>=52, Writing=4 + Math>=527No2.87Reading >= 52, Writing=4 or Math= 523Yes2.67Reading =59Yes2.67Avoidance ModelsEarly Testing in High SchoolsCollaboration with High Schools to offer programs during senior year or summerProblemsBuy in from high school administratorsImplementation of programsAfter school Incorporated into school dayDual enrollmentFuture Directions in ReadingContinue conversation with high schoolsTrack and adjust composite placement scoresREAD 085 Academic Support SeminarOne credit course attached to content courseEarly test-outCurriculum redesign

Acceleration in MathMath Placement Scores1 MATH090 Prealgebra ~14%3MATH095 Basic Algebra ~23%5 MATH103 Intermediate Algebra ~37% MATH101/102/110 Math Concepts/Math for Tech

Math Acceleration Efforts MATH085 Math LabA one credit support lab for Learning CommunityMATH089 Fast Track MathematicsA one-credit course designed for students who place below their expected level on the placement examGoal is to place into a higher math courseAleks program, assessments after 80% pie completionOriginally designed for Developmental Math studentsSee Janine Termines presentation Wednesday at 8AMMath 089 Fast Track ResultsAll unduplicated participants with new scores (Summer 09 through Spring 2011)Change from original to new score N = 137Change from original to new score N=137New ScoreNew Score (Percent by original score)Original13578911Original13578911Changed163062113.6%68.2%13.6%4.5%86.4%3201342351.3%33.3%10.3%5.1%48.7%5161631544.4%44.4%8.3%2.8%55.6%743757.1%42.9%42.9%8532850.0%30.0%20.0%50.0%9 19 100%100%Students who took fast track with intent to advance placement N = 115Change from original to new score N = 115Change from original to new score N=115New ScoreNew Score (Percent by original score)Original13578911Original13578911Changed12296115.3%76.3%15.8%2.6%94.7%3161332347.1%38.2%8.8%5.9%52.9%5121331541.4%44.8%10.3%3.4%58.6%723740.0%60.0%60.0%8332837.5%37.5%25.0%62.5%9 19 100%100%Curriculum and Structure RedesignMATH090 Redesign-technology, common assignments, quizzes, final. Prepared sample tests, in-class practice, examples and guided lecture notes available for instructors.Planned MATH095 RedesignMATH093 Pre/Basic Algebra5 credit accelerated course, lab-based, one-on-one time with instructor in lab after lecture. Only three did not pass, two due to illness and one dropped due to workload.MATH100 Basic/Intermediate AlgebraAdditional Modular Semesters

COMP AccelerationPlacement Scores

WRITING SCOREREQUIRED COURSENEXT COURSE(S)ESL 2AESL081, AESL083, AESL085 (Lower-Intermediate Level American English as a Second Language courses)

AESL101, AESL103, and AESL085ESL 3AESL101, AESL103, AESL105 (Intermediate level)COMP090: Basic Writing2COMP090: Basic WritingCOMP107: Introduction to Rhetorical Skills - if C or better in COMP0904COMP107: Introduction to Rhetorical Skills COMP110: Composition I if C or better in COMP107

Please note: students with score of 2 or 4 may not be placed in either COMP110 or OADM1106COMP110: Composition I or OADM110: Business Communications (see major requirements)COMP111: Composition II or COMP114: Technical Writing (see major requirements) if C or better in COMP110Placement StatsPlacement in writing courses is based on a timed, written essay scored by trained faculty in the Department of Language & Literature.

COMP11020% (college-level course)COMP10771% (87.7% recent HS grads)COMP0907%AESL2%26

The Acceleration PilotSeveral pilots were proposed, the Department decided to concentrate on this one:A subset of Fall 2011 students who scored 4 in writing, 3 in reading, and 5 or higher in math were randomly assigned to one of three groups: COMP107 (the required pre-requisite course)COMP110 with a one-credit supplemental COMP085 course COMP110 without the supplementThe ResultsSuccess in assigned Composition CourseCourseNumberGradeSuccessfulCOMP107672.9090.0%COMP110 w COMP085352.6082.9%COMP110 333.0390.9%Whats Next?After reviewing the results, the Department decided to take the following steps:

Track the students through the next COMP courseRepeat and expand the pilot in Fall 2012 and track those students as wellBased on those results..

Questions??????

angelol@bucks.edudarrahs@bucks.edumayd@bucks.edu