B I T S Y C O H NC C C S D E V E L O P M E N T A L E D U C A T I O N C O O R D I N A T O R

DEVELOPMENTAL EDUCATION IN COLORADO

WHY ARE WE REDESIGNING DEV ED?

• National Picture• The current system doesn’t work• The pipeline• Assessment, curriculum and the great debate

• College Completion Agenda• Non remediated 58%• Math 27%• Reading 17%

• Organizing the effort: Complete College America• Supporters

• Carnegie Corporation of New York, Bill and Melinda Gates Foundation, the Ford Foundation, The W.K. Kellogg Foundation and the Lumina Foundation for Education

• Goal• By 2020 6 out of 10 young adults will have a college degree or credential of value

www.completecollege.org

WHAT’S THE STORY IN COLORADO

• CCCS 2009-2010 • 68,000 enrollments in remedial courses – 12% of all

enrollments - - 60% in math classes

2006-2010• Enrollment in remedial courses increased by nearly 65%

• Recent HS grads (<18-20) are more likely to be enrolled in remedial courses than those from older age categories 2011 = 31.8%

• Course completion rates• 61% of all remedial courses ended in successful completion• Math courses in general have the lowest pass rates

REPORT: CCCS Remedial education and course completion rates, October 2010, www.cccs.edu

MAT030 ENG030 REA030 MAT060 ENG060 REA060 MAT090 ENG090 REA0900%

5%

10%

15%

20%

25%

30%

35%

40%

45%

50%

10%

17%

24%

18%

29%

34%

30%

44%41%

Combined Pass Through Rate

PERCENTAGE OF GRADUATES TAKING DEV ED COURSES

Number of classes

None

One

Two

Three

Four

Five

Graduates

72%

11%

7%

5%

2%

1%

THE DEVELOPMENTAL EDUCATION TASK FORCE

• State Board of Community Colleges and Occupational Education

• Developed as part of the state plan to meet President Obama’s Completion Agenda

• Colorado Community College System was charged with assembling a group of stakeholders from community colleges around the state

• 18 month charge

• Recommendations to the SBCCOE in February 2013

THE VISION

The DETF has been charged with reviewing

developmental education practices and with making

recommendations about what steps the system

will take to become the premier purveyor of

developmental education in more streamlined and

efficient ways, resulting in greater student success.

The group, comprised of faculty and administrators from across Colorado, will make recommendations about:

Assessment, contextualization, online learning, student support services, modular options, accelerated/compressed/mainstreaming of developmental education, and options for students.

THE GROUP

The DETF is working to identify the best practices in each area and then to make recommendations about implementation at the CCCS.

The DETF will holistically examine the role that developmental education plays in overall student success.

THE WORK

THE CHARGE

• Review and clarify the purpose of developmental education and analyze implications for policy and practice resulting from a clarified purpose.

• Review current system policies and practices related to developmental education and propose revisions that will promote greater student success in alignment with sound academic principles and practice

• Investigate and analyze measures of success, data reports and studies on success of developmental education students.

• Examine structures for developmental education, highlighting innovative and successful strategies, improving the student experience and identifying barriers to success.

THE CHARGE

• On the basis of a comprehensive review, recommend broad strategies and specific initiatives related to developmental education that should be pursued by Colorado's Community College System Colleges, leading to enhanced outcomes for student learning and success.

THE CHARGE

INNOVATIVE MODELS

• Co-requisite/Mainstreaming

• Accelerated and Compressed Courses

• Modularization

• Contextualization

WHERE ARE WE SO FAR?

TAA and CCA grantCCA Initiative - $1million in 2011 to support reformColorado Online Energy Training Consortium - $17.3 million

Research – PresentationsReading RoomInstitutes, national and local innovations

Discussion pointsResearch is showing that students who test in at remedial levels and don’t remediate but complete, perform at an equal level to those who did remediate.Students entering at the lowest level rarely completeAssessment practicesCurriculum content

EMERGING RECOMMENDATIONS

ASSESSMENTFollowing a revision of all developmental education curriculum, develop a Colorado Accuplacer using strands. This Colorado Accuplacer should include multiple measures (i.e. High school GPA) as part of the placement score.

Have testing center directors/designated experts meet to determine processes and procedures that can be standardized across colleges

Under discussion: Consider the adoption of standard Accuplacer test preparation i.e. AccuMFL, Boot Camps

EMERGING RECOMMENDATIONS

• MATH• Reverse design curriculum review to identify pre-

requisite skills pathways to gateway classes based on graduation goal• Stats, STEM, Liberal Arts, CTE

• Create new CCNS prefixes

• Consider co-requisite AAA, learning community and orientation support to develop study and non-cognitive skills

EMERGING RECOMMENDATIONS

ENGLISH AND READINGDevelop a compression/co-requisite model that allows students to enter 100 level classes no later than the second semester

State funded system of faculty development support to carry out re-design - release time/compensation

Expanded advising

Limited full-time positions during development and early implementation to provide stability

EMERGING RECOMMENDATIONS

Digging inContextualized curriculum – learning communities, writing across the curriculum

Curriculum at all levels customizable to student needs – hybrid formats, modular labs

Cognitive and non- cognitive supports

Faculty Professional Development

Compression of English and Reading

Students at the lowest levels – 17% pass remediation

WHAT DO YOU WANT TO KNOW?

REFERENCES/RESOURCES

• Bailey, T. (February 2009). Rethinking Developmental Education. CCRC Brief. Community College

• Research Center. Teachers College, Columbia University.

• Center for Community College Student Engagement. (2012). A Matter of Degrees: Promising practices

• for community college student success (A First Look). Austin, TX: The University of Texas at Austin, Community College Leadership Program.

• Schwartz, B. (2004). The Paradox of Choice: Why More is Less. New York. Harper Perennial.

• Websites• Developmental Education Task Force: ww.cccs.edu/detf • COETC Grant: www.cccs.edu/taa

CREATIVE COMMONS ATTRIBUTION

This work by Colorado Community College System COETC Grant is licensed under a Creative Commons Attribution 3.0 Unported License. The material was created with funds from the Trade Adjustment Assistance Community College and Career Training (TAACCCT) Grant awarded to the Colorado Online Energy Training Consortium (COETC).Based on a work at www.cccs.edu.Permissions beyond the scope of this license may be available at www.cccs.edu.