Presentation to Deans, Chairs, and Associate DeansUW Fond du Lac March 7, 2014

UW Colleges Developmental Education Task Force UpdateJackie Joseph-Silverstein, Task Force ChairHolly Hassel, Task Force Member

Putting our work in context

Why is Developmental Education important to us?

Measures of Student Readiness

Minimal Qualifications for College Readiness (NELS 88)

❖ Rank at or above the 54th percentile of high school class❖ Have a GPA of 2.7 or higher in academic courses

OR❖ Have an ACT composite score of 19 or higher (40th

percentile)

The National RealityOnly 46% of high school graduates meet this criteria These students have an

❖ 85% chance of starting college❖ 50% chance of receiving a bachelor’s degree

Students who don’t meet these readiness standards have only a 14% chance of completing college

UW-Colleges New Student Profile

New Freshmen placing into Developmental Math

Over the last six years an average of….38% placed into Developmental Math

13.2% in Math 09024.4% in Math 091

New Freshman Placing into Developmental English

Enrollments in Developmental Education (10th Day) over one academic year

Campus Dev Writing Enrollment 

Dev Ed Math Enrollment (MAT090 and MAT091)

Baraboo 38 189Barron 57 170Fond du Lac 52 159Fox Valley 135 422Manitowoc 41 137Marathon 122 305Marinette 22 145Marshfield 36 142Richland 44 148Rock 105 382Sheboygan 101 266Washington 78 154Waukesha 121 428Online 19 106Total enrollment in DE 971 3153

MAT 090 Pathway

○

○

MAT090 in 2012 564 enrolling into the course

382/564 (67.7%) successful56/564 (10%) withdrew126/564 (22.3%) failed

262/382 (68.6%) successful students made the transition to MAT091 within one

calendar year (unique attempts)

292 MAT090 students took MAT091

within one calendar year(includes repeats)

181/292 (61.9%) successful25/292 (8.6%) withdrew

86/292 (29.5%) failed

Student Performance

Transition Rate

120/382 (31.4%) of the successful students did not make the transition to MAT091 in one calendar year. (or 120/564 (21.3%) of the original MAT090 cohort in 2012)

181/564 (32.1%) of the 2012 cohort of MAT090 students are eligible to enroll in MAT105 in 2014

MAT 091 Pathway

MAT091 in 20122484 enrolling into the course

1501/2484 (60.4%) successful232/2484 (9.3%) withdrew

751/2484 (30.3%) failed 1103/1501 (73.4%) successful students made the transition to MAT105 within one calendar year

(unique attempts)

1256 MAT091 studentstook MAT105

within one calendar year(includes repeats)

776/1256 (61.8%) successful157/1256 (12.5%) withdrew

323/1256 (25.7%) failed

Student Performance

Transition Rate

398/1501 (26.5%) of the successful students did not make the transition to MAT105 within on calendar year. (or 398/2484 (16%) of the original MAT091 cohort in 2012)

776/2484 (31.2%) of the 2012 cohort of MAT091 students are eligible to enroll in either MAT110 or MAT108 in 2014

Curriculum Profile: English and Learning Resources

English 098: Introduction to College WritingLEA 106: Multilingual Writers WorkshopLEA 101: Academic ReadingLEA 102: Learning SkillsLEA 103: College Reading and Study Strategies

Developmental English Pathway

First course is ENG 098: 74% pass the course and are eligible for 101 (initial

n=656 of 886)

Second course is ENG 101: 48% of

initial cohort (n=423 of 656)

Third course is ENG 102: 31% of

initial cohort (n=277 of 423

students)

Student Pathway from English 098 to English 102

English 101 Pathway

○

First course is ENG 101: 80% eligible to enroll in English

102 (n=2666 of 3335)

Second course is English 102: n=1881 of 266656% of initial cohort

complete degree requirement

Pathway of students starting in English 101 to completion of degree requirement

Direct-Entry English 102 Students

First course is Eng102

Total completing AAS Composition

Requirement: 1488 students of

1825

Completion rate: 82%

Curriculum Profile: Coursework for Multilingual Students

• LEA 106: Multilingual Writers Workshop• LEA 107: Academic English Skills Workshop• LEA 108: Oral Communication for

Multilingual Students

A Look at National Best Practices

• Intervention Categories• Avoidance of Developmental Education• Acceleration through Dev Ed to college level• Contextualized learning• Support outside the classroom• Placement tests and policies

National Best Practices: ExamplesAvoidance Acceleration

through Dev Ed

Contextualization of basic skills

Support Outside of the

Classroom

Placement and Policy

Bridge Programs

(inc. summer, Early

College)

Compressed courses; main-streaming with support; self-

paced /modularized

Learning communities

including College-level courses

Tutoring; intensive advising;

supplemental instruction,

student success courses

Mandatory assessment and

placement; preparation

options

A Preview of Current Initiatives in Developmental Math

• Placement: Summer placement test prep; improved communication with Student Affairs; placement protocol providing multiple options for MAT091 students

• Avoidance: Refresher to avoid Dev Ed placement

• Acceleration: Combined 090/091 in one semester; 091/105 in one semester (Vertical/Accelerated Model); Emporium model, utilizing mastery-based mathematical software, with opportunity to accelerate

• Academic Support: Tutors; specialized LEC100s; supplemental materials on website; Winterim intensive review; Learning Community with LEC100

A Preview of Current Initiatives in Developmental English

○ Placement○ Multiple measures

○ Acceleration○ English 101 with Composition Tutorial○ LEA 106 as a multifunctional course

○ Academic Support○ Composition tutorial (Success rates of continuing students)○ Reading support courses (LEA 101, LEA 103)

Multiple Measure Placement: A Best Practice to be established College-wide

Implemented In the WorksBarron Fond du LacManitowoc Washington CountyMarinetteMarathonRockRichland Sheboygan Waukesha

Questions?

Jackie Joseph-Silverstein, Dean and CEO, UW-SheboyganChair, Developmental Education Task Force(jackie.joseph-silverstein@uwc.edu)