GATEWAY COURSE SUCCESSScaling Corequisite

2

Too many students start college in remediation.

3

Too many entering freshmen need remediation.

51.7%of those entering a 2-year college enrolled in remediation

19.9%of those entering a 4-year college enrolled in remediation

Source: Fall 2006 cohorts

4

Too few remedial students ever graduate.

5

Most remedial students never graduate.

Source: Completion data: fall 2006 cohorts; graduation data: 2-year, fall 2004 cohorts; 4-year, fall 2002 cohorts

6

Student attrition is at the heart of the matter.

11

Few Ever Get to Gateway

70% of students placed into remediation fail to enroll in

a gateway course in two academic years

12

Policy Objectives for Gateway Course Success1. Design STEM and non-STEM math options.2. The default placement for most students

will be gateway courses.3. Provide additional academic support as

corequisite, not prerequisite.4. Establish a placement range instead of a

single cut score.

13

What is Statewide Scale?A state system where . . .

• the vast majority of students . . .

• at the vast majority of institutions . . .

• receive academic support as a corequisite . . .

. . . resulting in dramatic increases in the number of students completing gateway math and English courses in one academic year.

14

Guiding Objective

Students complete gateway courses and enter programs

of study in one academic year

15

Mathematics must be aligned

with programs of study.

“College Algebra was designed explicitly to meet the needs of students who are preparing to take Precalculus and Calculus.”

University System of GeorgiaMathematics Task Force:

17

College Algebra’s Only Purpose :Preparation for Calculus

College Algebra Calculus

STEM

STEM

19

Providing Academic Support as a Corequisite

20

One Semester Redesigned Gateway

Extra Ti

me

• 45 minutes after class

• Additional class periods

Mandatory Tutorin

g

• Paired proctored labs

Sequenced

• 5 weeks prep plus 10 weeks gateway content

Gateway

21

One Semester Corequisite Results

Institution Subject Traditional Model

Corequisite Model

CC of Baltimore County Accelerated Learning Model English 33% 74%

Austin Peay State University Structured Assistance

English 49% 70%

Quantitative Reasoning 11% 78%

Statistics 8% 65%

22

One Year Corequisite

Gateway

Semester 1 Semester 2

Gateway ContentAcademic Support

College Success Skills

STEM

Quantitative Reasoning

Statistics

23

One Year Corequisite Results Carnegie Statway

Success in gateway math within one academic year

Traditional Model Statway

5.9%

51.0%

24

Aligned and Parallel Support in Technical Certificate Programs

Technical Program Math and Language Skills

Tennessee Colleges of Applied Technology• Work Keys/Keytrain• Required, Proctored Lab• Competency-based, Self-paced

25

TCAT Results

79% Graduation RateAll Complete Academic Support

26

Placement into gateway courses and programs

of study

27

Plotting a Path to Programs of Study• High school Performance

(GPA/Senior Year Courses)• High School Transcripts• Placement/Entrance Exams• “Grit”

28

Plotting a Path to Programs of Study• Grit, like cognitive ability, falls within a

normal distribution.• Our current higher education system was

built for students with high grit and high academic ability.

• We don’t know if we can teach grit – but we can remove the unnecessary barriers that prevent student success.

29

Current Model Enrolls Most Students into Remediation

Perc

ent

of S

tude

nts

Student Placement Data

30%70%

GatewayRemediation

30

New Model Enrolls Most in CollegePe

rcen

t of

Stu

dent

s

Student Placement Data30%10% 60%

GatewayTest Prep or

Technical Certificate

Gateway Course with Corequisite

Support

31

A Broad Placement RangePe

rcen

t of

Stu

dent

s

Student Placement Data30%10% 60%

Less than 2.0 HS GPA or

ACT Below 14 or

Equivalent

2.0 – 2.5 High School GPA or ACT 14-18 or

Equivalent

2.5 High School GPA or ACT 19 or

Equivalent

32

Goal of Assessment Reform : More Students in Gateway CoursesDON’T:• Try to build the perfect test• Create a new rigid system for sorting studentsDO:• Dismantle unnecessary barriers by placing the

vast majority in gateway courses• Accept that the majority of students need

some support – cognitive and non-cognitive• Provide that support in the college-level

gateway course – as a co-requisite

33

Policy Objectives for Gateway Course Success1. Design STEM and non-STEM math options.2. The default placement for most students

will be gateway courses.3. Provide additional academic support as

corequisite, not prerequisite.4. Establish a placement range instead of a

single cut score.