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Adventures in Acceleration
Bucks County Community College’s 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 Dream
Less 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 transfer
Developmental Education Task Force
Appointed 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 Assessment
Review of Current ResearchTo increase developmental students’ rate of persistence and program completionGet students enrolled in a program of study as soon as possible
Get students through developmental coursework as quickly as possible
Entry 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 year
Redesign 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 Sequence
Multitude of exit points available to and taken by students
Lose students at each point of the sequence“Multiplication Principal” Myra Snell (Los
Medanos College) and Katie Hern (Chabot College)
“Leaky Pipeline” Donna McKusick and Peter Adams from the Community College of Baltimore County
Focus on AccelerationDevelop approaches to shorten the developmental coursework sequencePrevent leakageGets students into program of study faster
Definition of Acceleration“Reorganization 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 Models
High School ProgramsSummer Bridge Programs
Compressed Coursesshorter time frame
Modularized Courses Individualized and self-paced
Mainstreaming 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
Acceleration in ReadingThree main approaches to expedite movement through developmental courseworkModularized Instruction Mainstreaming into College –Level Courses
Avoidance of Developmental Reading
Reading PlacementBased on Accuplacer Score
Score 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 credit
Computer-based Originally used Accuplacer Diagnostic MyFoundationsLab for Reading
Diagnostic Assessment Personalized learning plan Interactive learning activities Self-paced
Results 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 Improved
Type Enrolled Completed One Two Total
New 16 14 6 4 10
READ090 21 18 11 2 13
AESL 103 23 21 10 2 12
Total 60 53 27 8 35
Mainstreaming into College-level CoursesEvaluation of composite of scores as criteria for
placementReading>=52, Writing=4 + Math>=5
Enrolled in Paired READ110 and content course
Reading >= 52, Writing=4 or Math= 5Reading <= 52, Writing=4 + Math >=5Enrolled in Paired READ110 and content
courseAdditional support of Fast-Track Reading
Results of Composite Score Placement
Group #
READ 089
READ 110 average
Tested directly into READ 110 601 No 2.85Reading>=52, Writing=4 + Math>=5 27 No 2.87Reading >= 52, Writing=4 or Math= 5 23 Yes 2.67Reading <=52, Writing=4 + Math >=5 9 Yes 2.67
Avoidance ModelsEarly Testing in High SchoolsCollaboration with High Schools to offer
programs during senior year or summerProblems
“Buy –in” from high school administratorsImplementation of programsAfter school Incorporated into school dayDual enrollment
Future Directions in ReadingContinue conversation with high schoolsTrack and adjust composite placement scoresREAD 085 –Academic Support Seminar
One credit course attached to content courseEarly test-outCurriculum redesign
Acceleration in MathMath Placement Scores
1 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 Lab
A one credit support lab for Learning CommunityMATH089 Fast Track Mathematics
A one-credit course designed for students who place below their expected level on the placement exam
Goal is to place into a higher math courseAleks program, assessments after 80% pie completionOriginally designed for Developmental Math studentsSee Janine Termine’s presentation Wednesday at 8AM
Math 089 Fast Track ResultsAll unduplicated participants with new scores (Summer 09 through Spring 2011)
Change from original to new score N = 137 Change from original to new score N=137
New Score New Score (Percent by original score)
Original 1 3 5 7 8 911 Original 1 3 5 7 8 9 11 Changed
1 630 6 2 1
13.6%
68.2%
13.6% 4.5% 86.4%
3 20
13 4 2 3
51.3%
33.3%
10.3% 5.1% 48.7%
5 16
16 3 1 5
44.4%
44.4% 8.3% 2.8% 55.6%
7 4 3 7 57.1
%42.9
% 42.9%
8 5 3 2 8 50.0
%30.0
%20.0
% 50.0%9 1 9 100% 100%
Students who took fast track with intent to advance placement N = 115
Change from original to new score N = 115 Change from original to new score N=115
New Score New Score (Percent by original score)
Original 1 3 5 7 8 911 Original 1 3 5 7 8 9 11 Changed
1 229 6 1 1 5.3%
76.3%
15.8% 2.6% 94.7%
3 16
13 3 2 3
47.1%
38.2% 8.8% 5.9% 52.9%
5 12
13 3 1 5
41.4%
44.8%
10.3% 3.4% 58.6%
7 2 3 7 40.0
%60.0
% 60.0%
8 3 3 2 8 37.5
%37.5
%25.0
% 62.5%9 1 9 100% 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 Algebra
5 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 ScoresWRITING SCORE REQUIRED COURSE NEXT COURSE(S)
ESL 2 AESL081, AESL083, AESL085 (Lower-Intermediate Level American English as a Second Language courses)
AESL101, AESL103, and AESL085
ESL 3 AESL101, AESL103, AESL105 (Intermediate level)
COMP090: Basic Writing
2 COMP090: Basic Writing COMP107: Introduction to Rhetorical Skills - if “C” or better in COMP090
4 COMP107: 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 OADM110
6 COMP110: Composition I or OADM110: Business Communications (see major requirements)
COMP111: Composition II or COMP114: Technical Writing (see major requirements) – if “C” or better in COMP110
Placement StatsPlacement in writing courses is based on a timed, written essay scored by trained faculty in the Department of Language & Literature.
COMP110 20% (college-level course)COMP107 71% (87.7% recent HS grads)COMP090 7%AESL 2%
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 supplement
The ResultsSuccess in assigned Composition Course
Course Number Grade Successful
COMP107 67 2.90 90.0%
COMP110 w COMP085 35 2.60 82.9%
COMP110 33 3.03 90.9%
What’s Next?After reviewing the results, the Department decided to take the following steps:
• Track the students through the next COMP course• Repeat and expand the pilot in Fall 2012 and track those
students as well• Based on those results…..
