Colorado Developmental Education Redesign

January 15, 2013

The problem

“The more levels of developmental courses a student needs to go through, the less likely that student is to ever complete

college English or math.”

- Thomas Bailey (2009) CCRC Brief.

Colorado percent of enrollment in developmental education

27%

73%

Enrollment

Students enrolled in at least one DE courseAll other students

Colorado percent of HS students placing into one or more remedial courses

32%

68%

Enrollment

HS

Source: 2011 Legislative Report on Remedial Education,

HS student enrollment by placement

Math Writing Reading Math/Writing

Math/Reading

Writing/Reading

Math/Reading/Writing

0

5

10

15

20

25

30

35

Enrollment

Source: 2011 Legislative Report on Remedial Education,

CCCS students

MAT ENG REA0

10

20

30

40

50

60

70

61.6

25.3

13.1

Percent of total remedial enrollment

Percent of total remedial place-ment

Source: 2011 Legislative Report on Remedial Education,

Current course completionCourse 2010-2012: 3 year average

ENG 030 61.6%

ENG 060 63.2%

ENG 090 63.5%

REA 030 64.0%

REA 060 68.1%

REA 090 63.8%

MAT 030 60.8%

MAT 060 66.3%

MAT 090 60.1%

MAT 099 57.9%

Total Average 62.9%

Source: Colorado Community College System

Why high attrition rates are a structural problem

For students who place two levels below a college course there are 5 “exit points” Do they pass the first course Do they enroll in the next course? Do they pass the second course? Do they enroll in the college-level course? Do they pass the college-level course?

Students placing three levels down have 7 exit points.

Why high attrition rates are a structural problem

CCCS pipeline example for students beginning in MAT090

Enroll in remedial math (6933) 100% Do they complete MAT 090 (3053) 44% Do they enroll in college math (1746 ) 25% Do they complete college math (1239)

18% Do they graduate (558) 8%

Nawrocki, Baker, & Corash (2009). Success of remedial math students in the Colorado community college system: A longitudinal study.

The goal of our recommendations

Move students quickly and effectively through their first college level course.

Our recommendations

Reduce the amount of time, number of credits, and number of classes

Curriculum redesign Reverse design What students need to know for success in college

class Active learning experiences

Ongoing process

Math recommendations

Multiple pathways

Each course in each developmental sequence should be redesigned to only cover content necessary for the college level course.

Multiple developmental sequences/paths/branches available to students based on their career/major interest. Leading to college math clusters in: Non-transfer Non-STEM STEM

CRC recommendationsPlacement Score(s) First Term Leads to

1A) RC 0-39 and/or SS 0-49

Soft Landing Accuplacer test

1B)RC 0-39 and/or SS 0-49

CRC 092 + CRC 091 Completion of all REA and ENG developmental requirements

RC40-61 and/or SS 50-69

CRC 092 Completion of all REA and ENG developmental requirements

2A)RC62-79 and/or SS 70-94

CRC 093Studio D

Completion of all REA and ENG developmental requirements

2B)RC62-79 and/or SS 70-94

CRC 094Studio 121

Completion of all REA and ENG developmental requirements

Testing and placement

CCCS specific Accuplacer with “strands” Uniform multiple measures built into

Accuplacer system Consistent test administration statewide Validate Accuplacer scores every 3-5 years –

are we using the right cut scores To accomplish these goals use a system level

institutional administrator (IA) in addition to college site administrators for local control

Timeline

 Spring/summer 13 discipline team work to develop curriculum and to create professional development training for faculty and staff

Fall of 13 schools that are already working on redesign will ramp up projects

Spring 14 all colleges should transition to the new models

Fall of 14 all colleges should be operating with the new models in place

Implications

Workplace skills emphasis is on contextualized reading, writing and math skills

Affective skills – assessment and support

Students referred to community colleges for remediation will require less time before they graduate and/or enroll in 4 year institutions

Increased need for significant advising at high schools and community colleges

Crucial communication links – CDHE – Colleges – K-12 – Business and Industry partners

A confluence P-20 Initiatives

Graduation Requirements

College and Career Readiness Assessments

CCHE - Admissions and Remedial Education Polices

Developmental Education Redesign

Influence of the Common Core

Questions?

ResourcesC o n t a c t s :

C a s e y S a c k s c a s e y. s a c k s @ c c c s . e d u B i t s y C o h n b i t s y. c o h n @ c c c s . e d u

D e v e l o p m e n t a l E d u c a t i o n Ta s k Fo r c e

www.cccs .edu /det f

C o m m u n i t y C o l l e g e R e s e a r c h C e n t e r

ht tp : / / c c r c . t c . co lumb ia .edu /

C o m p l e t e C o l l e g e A m e r i c a

ht tp : / /www.completeco l l ege .o rg /

G e t t i n g Pa s t G o

ht tp : / /get t ingpastgo .o rg

Co lo rado Commiss ion on H igher Educat ion . 2011Leg is la t i ve Repor t on Remed ia l Educat ion . February 2012 .

http://highered.colorado.gov/Publications/Reports/Remedial/FY2011/2011_ Remedial_relfeb12.pdf

. Accessed 01/14/13.

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.