DEVELOPMENTAL EDUCATION: REDESIGN BY COMMITTEE

Dr. Geri J. Anderson for Innovative Educators

Presentation outline

Developmental education nationally Colorado Plan Current Innovation Examples in Colorado

Nationally, most fail to begin DE sequence

Progress on remedial sequence after 1 academic year

Completed SequencePartially completed sequenceDid not begin sequence

Clery, Data Notes, 2008

The goal

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

URGENT: Financial Aid ChangesCompletion Agenda Including Performance

FundingStudent Success

THE REMEDIAL EDUCATION SEQUENCE

Assessment

Placement

Enrollment

Completion

TRADITIONAL DEVELOPMENTAL SEQUENCEAssessment

• Take single standardized exam

Placement

• Cut score determines placement in one or more levels of remedial education

Enrollment

• Students take 1 or more courses consecutively before enrolling in gateway courses

Completion

• Success is defined as completion of remedial course

ACCELERATED REMEDIAL SEQUENCE

Assessment

• Use of multiple tools to include HS curriculum, HS GPA and diagnostic academic assessment

Placement

• Placement is based on student motivation and precise diagnosis of deficiencies

• Range of cut scores, rather than a precise cut score enables flexibility

Enrollment

• Co-Enrollment in Remedial and College-Level Course

• Offer single semester remedial option for students in need of more intense academic preparation

Completion

• Success is defined as completion of gateway course

CCCS is…

One system Thirteen colleges 160,000 students served annually

Percent of 09-10 Enrollment in DE

27%

73%

Enrollment

Students enrolled in at least one DE courseAll other students

CCCS Students

0

20

40

6061.6

25.313.1

Percent of total remedial enrollment

Percent of total remedial enroll-ment

Colorado course pipeline

MAT 030

MAT 060

MAT 090

MAT 099

ENG 030

ENG 060

ENG 090

REA 030

REA 060

REA 090

Colorado pipeline

63.6% Complete030 65%

Complete060 61.8% Complete090

Completion % based on 09-10 system average completion.

Colorado pipeline

63.6% Complete030 65%

Complete060 61.8% Complete090

Completion % based on 09-10 system average completion.

Only 25.54% Complete

Three year graduation for DE versus all students

ACC

CCACCD

CNCCFR

CCLC

CMCC

NJC OJCPC

CPP

CC

RRCCTS

JC

Syst

em to

tal

0

10

20

30

40

50

Fall 07 Cohort in Remedial Graduation RateOverall 2007 cohort graduation

THE COLORADO PLAN

The Task Force

The Charge

The Developmental Education Task Force (DETF) is charged to review developmental education practices throughout the CCCS and make recommendations on 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.

Through data and research in structure and policy, the DETF will holistically examine the role that developmental education plays in overall student success. The DETF will:

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.

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.

Themes

Key metric – success in college courses Time, not student learning, is the

greatest barrier to success Use evidence based practice Continuous improvement is essential to

long-term success

The Participants

Faculty Deans & Vice Presidents Advisors Special Services Directors Assessment Directors System Staff

Remedial redesign

Reduce time to completion – accelerate students from developmental to college work

Acceleration Compressed Mainstreaming Modular

Contextualization

Colorado assessment and placement

Accuplacer Message about test? Student retest options? Cost for test? Non-cognitive questions? Colorado specific?

What’s Happening In Colorado Elimination of the lowest level DE courses in English,

math, and reading Careful placement of students in higher level courses Academic support systems that foster faster course

completion Academic coaching, advising, supplemental tutoring

Diagnostic assessments Individualized course competencies developed

Modular coursework MAT 077 – self-paced for a semester Earn up to 13 credits of coursework Students who score at any developmental math level

qualify

The Reading Room

http://www.cccs.edu/developmental-education/resources.html

ARTICLES & REPORTSSuccess Rates

For Students Taking Compressed and Regular Length Developmental Courses in the Community CollegeCommunity College Journal of Research and Practice, 2009.

Remedial Enrollment and CompletionDemographic characteristics and end of term completion status of CCCS students enrolled in remedial courses for AY 2010.

FOR MORE INFORMATION

Geri Andersongeri.anderson@cccs.edu

www.cccs.edu