Innovation and Value in Basic Skills and ESL: Got Noncredit?

Innovation and Value in Basic Skills and ESL: Got Noncredit?

Host: Wheeler North, Basic Skills/Noncredit Committee Chair

Karen Dennis, Santa Ana CollegeJanet Fulks, Noncredit Ad Hoc Task ForceCandace Lynch-Thompson, School of Continuing Education

0 Information from a two-year pilot measuring student success in ESL and basic skills with a variety of instructional methods (e.g. self-paced, open entry/open exit, managed enrollment).

0 Examined faculty norming (with primarily adjuncts), assessment using multiple measures, and hours of study.

0 Do some basic skills and ESL courses belong as noncredit rather than credit?

0 Basic skills units are limited to 30 and this credit is not transferable or degree applicable.

0 Over 70% of our students needing basic skills0 Would students benefit by teaching initial basic skills

and ESL courses in noncredit?

Assessment Levels of Incoming Students

Overall (N=23) English (N = 23) Math (N = 23) Reading (N= 11) ESL (N = 15) Average based on Counts % Placements % Placements % Placements % Placements Transfer level 26% 20,083 16% 12,539 33% 12,782 1% 71 One level below transfer 32% 24,100 19% 14,986 36% 13,921 9% 493 Two levels below transfer 29% 22,142 25% 19,626 24% 9,136 20% 1,102 Three or more levels below 13% 9,814 39% 30,080 7% 2,895 70% 3,964

Total 100% 76,138 100% 77,231 100% 38,733 100% 5,629


Total 100% 76,138 100% 77,231 100% 38,733 100% 5,629


Total 100% 76,138 100% 77,231 100% 38,733 100% 5,629

Credit Noncredit *

326,478 393,004

* supervised tutoring

Total Enrollment (2006-2007 headcount)

Basic Skills & ESL

Course Alignment Prior to TRANSFER

Student Success Conference 2009

6

Discipline Credit Noncredit Likely bridge noncredit to credit

Math Four levels CB 21 A, B, C, D

Six levels CB 21 A, B, C, D, E, F

Levels C & D

English Four levels CB 21 A, B, C, D

Seven levels CB 21 A, B, C, D, E, F, G

Level B or C

Reading Four levels CB 21A, B, C, D

Five levels CB 21A, B, C, D, E

Level A or B

ESL 6 levels ESL Reading CB 21A, B, C, D, E, F

8 levels ESL Integrated CB 21A,B,C,D,E, F, G, H

Includes vocational and Cultural skills

Most noncredit end 2 levels prior to English 1 A at Level B

6 levels ESL Writing CB 21A, B, C, D, E, F

6 levels ESL Speaking & Listening CB 21A, B, C, D, E, F

What is Noncredit?

Fact: Noncredit serves over 350,000 FTES in our system and represents about half of the basic skills work in the CCCs.

Fact: Students are significantly more diverse, represent students with greatest need and least likely to succeed Link to data

Fact: Noncredit offers flexible schedules, increased contact hours, self paced learning

ALL AT NO COST to the STUDENT

Traditional Educational Expectations and Accountability

Perce

nt

Su

ccessfu

l

Grades for a specified semesterTime is the independent variableSuccess is dependent on the time

Perce

nt

Su

ccessfu

l

A B C D F

Adult Ed & Noncredit Education

Percent SuccessfulSuccess is the independent variable and time is dependent on success

Time

Why Accountability?Enhanced Noncredit Funding0Noncredit gets funded less per FTES than

credit ($4,565)0SB 361 increased noncredit funding from

$2745per FTES to $3232 per FTES 0Applies to students enrolled in a

sequence of courses leading to career development or college preparation (CDCP certificates)

The Puzzle of Noncredit Accountability

Current statewide data

Only 2.3 – 5.1% of noncredit students transition to credit

All noncredit courses without grades report zero success.

Wage data is incomplete because of SSN#s

CDCP data is incomplete or programs are undefined.

This is not the noncredit story?

This is not really the noncredit story. And we have data to prove it!

Data Link

2007-08 SCE Award Data from MIS

Award hours Program Type Counts

Unknown (Top code 99) 9

192 – to fewer than 288

Business and Management 27


Family and Consumer Sciences 9


Health 20

960 or more Interdisciplinary Studies 214Total 279

SCE Actual Data

Program Type Counts

Administrative Assistant 62Management 10Early Childhood Education 21Pharmacy Technician 50High School Diploma 322

Total 465

http://www.cccco.edu/Portals/4/Sp02.pdf

Credit students start in Noncredit

Statewide –

1 of every 4 AA/AS degree-earners started in Noncredit

Source: Leslie Smith, 2006. Noncredit: The Education Gateway. City College of San Francisco

CDCP Wage Reporting

Data Collection Strategies

0 SCE’s “You Count!” Campaign0 Collecting more SSN’s

0 DREAM team efforts0 Program improvement0 Tracking student progress

0 Benefits of Banner0 Assessment scores0 Enrollment trends0 Certificates earned

AccountabilityBackground & Rationale

0 How progress has been measured0 The interplay of proof of progress and funding0 The role of CB21 coding0 Enhanced funding for noncredit Career Development and College

Preparation (CDCP) courses0 The need for progress indicators in noncredit

0 Review and Evaluate current mandated noncredit metrics – further meetings and discussion to take place in November

0 Pilot project to allow the use of noncredit progress indicators – Fall pilot to begin this semester and another group beginning in Spring

Academic Senate Resolution 13.04 S10

Improve Noncredit Accountability Reporting through Progress Indicators• Task force of primarily noncredit faculty and administrators representing all noncredit areas and other representative.

Pilot Project Goals

0Develop a set of working progress indicators to use in the pilot project

0Establish clear communication between institution MIS reporting and noncredit programs

0Collect a pilot set of accountability data based on these indicators

0Evaluate the ability for noncredit programs to work with these indicators

0Evaluate the effectiveness of these indicators for use as accountability requirements

Grades and Title 555021: not required for noncredit55023: currently accepted symbols

Currently some noncredit classes are graded in order to qualify for federal funding. But the CCCCO only accepts UG for noncredit. Every grade submitted by a faculty member is changed to UG and all student success data reads as zero.

Pilot Progress Indicators0 Pass (P)0 Satisfactory Progress (SP)0 No Pass (NP)0 A – B – C – D - F

Timeline & Guidelines0 First Cohort - Fall 20100 Collection of First

Cohort data - February 2011, July 2011, February 2012

0 Participant Evaluation of Usability of the Indicators - Fall 2011, Spring 2012

0 Data can still be submitted

0 Pilot Project Work is risk free

0 Data will not be shared with anyone else.

0 Data will be available to individual institutions about their own college

0 Information will be analyzed as aggregate anonymous data outside of the institutions

Measuring Learning Gains

Multiple Measures Scoring by Rob Jenkins for Santa Ana College School of Continuing Education

0 Factors to consider include :0 tests scores0 school experience0 speaking and writing ability.

Example of Mt Sac. Rubric for Instructors

ProgressIndicator

Level Courses Skills Courses

P completed all necessary requirements (written & oral evaluation and SLO or Measurable Assessment), good attendance and participation, scored 70% or higher on the final exam.

priority attendance, good participation, ability at level, passed SLO or Measurable Assessment

NP poor attendance and participation, didn’t complete necessary requirements, scored below 70% on the final exam.

poor attendance and participation, ability below level, didn’t pass SLO or Measurable Assessment.

SP Added class too late to make decision of P / NP

Added class to late to make decision of P / NP

Noncredit Grading (Progress Indicators) Pilot Final Survey

Please provide your demographic information.

Answer OptionsResponse Percent

Response Count

Name: (Mostly Faculty) 99.5% 186College: Over 14 Institutions(some responding for groups of faculty e.g. Mira Costa 1 response 25 faculty)

100.0% 187

answered question 187

Answer OptionsResponse Percent

Response Count

I assessed and submitted grades (progress indicators) before this pilot

39.1% 66

I assessed in my class but did not need to submit grades (progress indicators)

43.2% 73

I did not assess or grade my students

8.9% 15

Other (Please specify below)

8.9% 15

Other: 19answered question 169

skipped question 26

39.1%

43.2%

8.9%

8.9%

What was your assessment and grading practice in your non-

credit classes prior to your par-ticipation in this pilot?

I assessed and submitted grades (progress indica-tors) before this pilot

I assessed in my class but did not need to submit grades (progress indicators)

I did not assess or grade my stu-dents

Other (Please specify below)

Noncredit Grading (Progress Indicators) Pilot Final Survey

Q2. What was your assessment and grading practice in your noncredit classes prior to your participation in this pilot?

Noncredit Grading (Progress Indicators) Pilot Final SurveyQ3. How practical was the assignment of P/SP/NP in measuring learning progress for your student population?

Answer Options

Response Percent

Response Count

Very practical 45.5% 76

Somewhat practical

33.5% 56

Neutral 10.2% 17

Somewhat impractical

7.2% 12

Very impractical

3.6% 6

Please explain your choice:

72


45.5%

33.5%

10.2%

7.2%3.6%

How practical was the as-signment of P/SP/NP in

measuring learning progress for your student

population?

Very prac-tical

Somewhat practical

Neutral

Somewhat impractical

Very imprac-tical

Noncredit Grading (Progress Indicators) Pilot Final Survey Q8. Would you support an ASCCC resolution to implement progress indicator reporting for noncredit areas with the caveat that some areas (e.g. older adults, parenting) may need more time to adequately explore and implement what indicators work best?

Answer Options

Response Percent

Response Count

Yes 72.5% 116

No 8.8% 14

I would support it if (please add comment)

18.8% 30


72.5%

8.8%

18.8%

Q8. Would you support an ASCCC reso-lution to implement progress indicator reporting for noncredit areas with the

caveat that some areas (e.g. older adults, parenting) may need more time to adequately explore and implement

what indicators work best? Yes

No

I would support it if (please add com-ment)

Statewide ARCC Data 2008-2011ARCC DATA Statewide RatesIndicator 2008 2009 2010 2011 Change since

inceptionStudent Progress & Achievement

51.2% 51.8% 52.3% 53.6% 2.4%

Completed 30 or more units

70.4% 71.2% 72.4% 72.8% 2.4%

Fall to Fall persistence 68.3% 69.2% 68.7% 67.6% 0.7%

Vocational Ed Course Completion

78.2% 77.7% 77.6% 77.0% 1.2%

Basic Skills Course Completion

60.5% 60.5% 61.5% 61.4% 0.9%

Basic Skills Course Improvement

50.0% 51.2% 53.8% 58.6% 8.6%

ESL Course Improvement 44.7% 50.1% 50.2% 54.6% 9.9%

What have we learned about noncredit?How much time is required for Success?

Cost over time for SPOpen Entry Open Exit Costs less over the years.

Course Students %PMedian P hours %SP

Median SP hours %NP

Median NP Hours %NG

Median NG

hoursESL 410 2111 16.4 75 42.9 40 16.4 12 24.3 21ESL 480 735 35.6 112.25 21.8 47.5 20.8 12 21.8 35

Cost over time for SPOpen Entry Open Exit Costs

less over the years.

Typical class: 30 students, 17 weeks, 10 hrs per week

Total Cost

Total Hours %P P_Cost P_Hrs %SP

SPMEDIAN

HRS SP_Hrs %NP

NPMEDIAN

HRSNP

_Hrs3

terms ESL-410

Beginning ESL 1 30 $31,397 5100 7.44

$14,192 2305.2 9.36 $11,743 1907.4 12.9 $ 5,149 836.4

1 Term

ESL-410

Beginning ESL 1 30 $31,397 5100 5.58 $11,177 1815.6 12.1 $13,469 2187.9 12.3 $ 6,719 1091

Santa Ana College School of Continuing Education ESL Program2011SPN (19 weeks)

CB21 TitleTotal

Students

Median Hours

FTES %P %P HrsP Median

Hrs%SP

%SP Hrs

SP Median Hrs

%NP%NP Hrs

NP Median

Hrs

G Beginning ESL 1

1,89

4 45.0 230.

817.4 32.7 129.0 43.6 45.4 48.0 39.0 21.9 20.0

F Beginning ESL 2

1,73

9 59.5 247.

724.3 40.8 120.0 32.7 34.4 57.5 43.0 24.8 24.0

E Beginning ESL 3

1,30

3 65.0 178.

925.9 48.2 138.0 26.9 34.

9 80.5 47.2 17.0 21.0

D Intermediate ESL 1

1,04

0 60.0 135.

926.8 48.3 131.0 30.7 31.4 57.0 42.5 20.3 22.8

C Intermediate ESL 2

941 72.8 160.

424.5 36.9 136.5 24.2 23.8 77.0 51.2 39.3 44.0

B Intermediate ESL 3

652 73.5 90.3 39.

4 68.9 135.0 22.9 22.4 55.0 37.7 8.6 14.0

Santa Ana College School of Continuing Education ESL Program

2011SPN

Beginning ESL 3 P SP NP

Students (%)25.9 26.9 47.2

Hours (%)48.2 34.9 17.0

Students (%) Hours (%)0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

47.2

17.0

26.9

34.9

25.9

48.2

PSPNP

Due to the at-risk situation of non-credit students, almost one half of them are either not graded or the instructor didn’t have enough elements to assess progress. However, those students consume only 17% of the hours.

Santa Ana College School of Continuing Education ESL Program2011SPN (19 weeks) Vs.Three Terms (2010Fall, 2011 Spring and 2011 Fall)

51 weeks of instruction and skipping summer (5 weeks)


Students 1 Term (%) 25.9 26.9 47.2

Students 3 Terms(%) 30.6 26.6 42.8


Hours 1 Term (%) 48.2 34.9 17.0

Hours 3 Terms (%) 55.6 30.8 13.6

Students 1 Term (%) Students 3 Terms(%)0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

47.2 42.8

26.926.6

25.9 30.6

PSPNP

Hours 1 Term (%) Hours 3 Terms (%)0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

17.0 13.6

34.930.8

48.255.6

PSPNP

The metrics improve when scope is increased from a single term to multiple terms.

Santa Ana College School of Continuing Education ESL Program2011SPN (19 weeks) Vs.Three Terms (2010Fall, 2011 Spring and 2011 Fall)51 weeks of instruction and skipping summer (5 weeks)

Typical class: 30 students, 17 weeks, 10 hrs per week5100 attendance hours = 9.71 FTES9.71 x $ 3,232 = $ 31,397

Beginning ESL 3 P SP NPStudents (out of 30) 9.18 7.98 12.84Cost (out of $31,397) $ 17,456 $ 9,670 $ 4,270

Students (out of 30) Cost (out of $31,397)0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

$13

$4,270

$8

$9,670

$9

$17,456

PSPNP

Noncredit is successful & efficient

0 We need more time to finalize the info on Parenting, OA and DSPS0 ESL Pass rate 64-80% (lowest ESL less & middle more

successful, highest less successful)0 HS good Pass rate0 Parenting high pass

0 Number of hours necessary to Pass & SP0 ESL0 CTE

0 Cost for success and non-success0 Cost over three semesters

Considering Accountabilityand the Resolutions

Healthy accountability should:0 Address higher level learning outcomes0 Report on authentic student proficiencies0 Indicate potential interventions and improvement 0 Target improved practice not just reportingNoncredit has piloted and examined training fro progress indicators and the results of student data.0 Fully support resolutions0 Urgency due to the link of funding and reporting

Questions

0 What are the factors in basic skills classes that represent barriers for students at your college?

0 Do you see anything here that would benefit your institution?

0 In addition to innovative and flexible scheduling, what other ideas do you have?

CCC General Student Ethnicity 2008-2009 in the General, Credit and Noncredit Population Compared to California’s Current and Projected Population

Ethnicity

ETHNICITY % Total

Enrollment

% Total Credit Basic

Skills/ESL

% Total Noncredit

Basic Skills/ESL

California Population

2010

California Population Ethnicity

Projection 2050

AFRICAN-AMERICAN

7% 11.3% 3.5% 6% 5%

ASIAN 12% 17% 15.5% 12% 13%

HISPANIC/ LATINO

30% 41.3% 52.1% 37% 52%

NATIVE AMERICAN

1% 0.9% 0.3% 1% 1%

PAC ISLANDER

1% .9% .3% 0% 1%

WHITE 35% 21.8% 12.3% 42% 26%

MiraCosta Noncredit ESL Data 2008 - 2009

Term I Persistence % Promotion %

Morning Classes 80% (10% Perfect Attendance) 43%

Evening Classes 80% (7% Perfect Attendance) 47%

Term II



Term III



Term IV



Brain Anatomy overlaid with Kolb’s Learning Cycle Zull p 18

Active Learning:Engages all of the Brain

Epilepsy Foundation of America http://www.epilepsyfoundation.org/about/science/functions.cfm

Note that as we go down the pyramid, we are engaging additional areas of the brain, creating deeper learning.

OVERVIEW and Background1. Issues with Accountability in Higher Education2. Mandated reporting– ARCC, CDCP and Basic Skills legislated reports – some does not include noncredit due to lack of success and progress indicators 3. CDCP certificates – current state of noncredit and CDCP4. BSI and the attempt to capture progress CB 21

a. Noncredit and credit aligned b. Progress only by subsequent enrollmentc. inability to count success

5. In noncredit progress all indicators and grades turned in are converted to UG ungraded at the state level

See Background document and Noncredit Accountability Documents for more information

43

Persistence Indicators

Is this the noncredit story? Link to Mira Costa Data

Innovation and Value in Basic Skills and ESL: Got Noncredit?

Documents

Transcript of Innovation and Value in Basic Skills and ESL: Got Noncredit?