The Accelerated Learning Program The Community College of Baltimore County.
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Transcript of The Accelerated Learning Program The Community College of Baltimore County.
Agenda for the Day
A L PThe Accelerated Learning Program
What is the problem?
What is ALP?
What results has ALP produced?
What about the cost?
What obstacles might arise?
100%
75%
50%
25%
0%
Success rates for studentswho took ENGL 052 in 88-89N = 863
How We First Measured Success in Our Developmental Courses
100%
75%
50%
25%
0%
S in ENGL 05249057%
U or WENGL 05237343%
Success rates for studentswho passed ENGL 052 in 88-89and then took ENGL 101 by sp 92
ABC in ENGL 101 28781%
DFW inENGL 1016819%
A L PThe Accelerated Learning Program
took 0521988/1989863100%
Students who took ENG 052 for the first time in 1988/1989
took 10135541%
took nomore writingcourses13516%
S in 05249057%
neverpassed 05237343%
A, B, or Cin 10128733%
D, F, or Win 101688%
A L PThe Accelerated Learning Program
can’t write
a thesis
no concrete examples
sentence fragments
confusing words
subject-verb agreement
mla formatwhen we asked students . . .They told us “none of the above”
eviction
car trouble
changes at work
financial p
roblems
abusive situation at home
medical problems
problems with children
laid off
legal problemslife issues
student becomes discouraged
student becomes depressed
student feels isolated
student loses confidence
stress b
ecomes too great
student fears she isn’t “college material”
affective issues
100%
The Pipeline Effect
A L PThe Accelerated Learning Program
70%pass
70%take
70%pass
70%take
70%pass
= 8%
threelevelsdown
oneleveldown
twolevelsdown
70%take
gate-way
course
70%pass
100%
The Pipeline Effect
A L PThe Accelerated Learning Program
100%pass
70%take
70%pass
70%take
70%pass
= 12%
threelevelsdown
oneleveldown
twolevelsdown
70%take
gate-way
course
70%pass
100%
The Pipeline Effect
A L PThe Accelerated Learning Program
80%pass
80%take
80%pass
80%take
80%pass
= 21%
threelevelsdown
oneleveldown
twolevelsdown
80%take
gate-way
course
80%pass
100%
The Pipeline Effect
A L PThe Accelerated Learning Program
90%pass
90%take
90%pass
90%take
90%pass
= 48%
threelevelsdown
oneleveldown
twolevelsdown
90%take
gate-way
course
90%pass
Agenda for the Day
A L PThe Accelerated Learning Program
What Is the problem?
What is ALP?
What results has ALP produced?
What about costs?
What obstacles might arise?
acceleratingdev ed
supplementingdev ed
contextualizingdev ed
reducing need fordev ed
•K-20 allignment
•dual enrollment
•early assesment and intervention
•summer bridge
• learning communities
• I-BEST
•student success courses
•supplemental instruction
• tutoring
•modularization
•compressed courses
•aligning dev ed with credit courses
•co-requisite courses
Approaches to Redesign
A
CCBC Students
average age 29
female/male 58/42%
students of color 50%
full/part-time 34/66 %
Community College Baltimore County
credit students 33,817
A L PThe Accelerated Learning Program
RDG051
RDG052
MATH081
MATH082
MATH083
ENGL051
ENGL052
ENGL101
ENGL102
CCBC’s Developmental Education Courses:
ENG 101 ENG 052
ALP
A L PThe Accelerated Learning Program
encourages cohort effectchanges attitude toward developmental courseallows individual attentionallows time for non-cog issuesallows coordination of the two courses
reduces stigmaimproves attachmentprovides stronger role models
How does an ALP developmental classdiffer from a traditional one?
Goal of an ALP developmental course:
A L PThe Accelerated Learning Program
.for students to pass the developmental course and be ready for first-year composition.
for students to pass first-year composition course.
Goal of a traditional developmental course:
Conducting class as a writing workshop, an extension/supplement to the 101 class
Answering questions left over from the 101 class
Providing opportunities for more writing practice, short papers to reinforce concepts from the 101 class or prepare for upcoming assignments in the 101 class
Discussing/brainstorming ideas for the next essay in 101
Reviewing drafts of essays the students are working on for 101
Working on reducing the frequency and severity of error in the students’ writing
Addressing non-cognitive issues (life issues, affective issues)
What do we do in the ALP 052 class?
The goal for ALP 052 instructors: Maximize the ALP students’ probability of success in the ENGL 101 class. Strategies include:
A L PThe Accelerated Learning Program
What Is the problem?
What is ALP?
What results has ALP produced?
What about costs?
What obstacles might arise?
Agenda for the Day
A L PThe Accelerated Learning Program
passedENG 052
360465%
did not pass
ENG 052194135%
tookENG 052
Fa07-Fa105545
100%
tookENG 101
266148%
took nomore writing
courses94317%
passedENG 052
48582%
didn’tpass
ENG 05210718%
took ENG 052
Fa07-Fa10592
100%
took ENG 101
592100%
took nomore writing
courses0
0%
traditional developmental students: fall 2007 –fall 2010
ALP students: fall 2007 –fall 2010
data from Cho, Kopko, & Jenkins, 2012 (CCRC)
passedENG 052
360465%
did not pass
ENG 052194135%
tookENG 052
Fa07-Fa105545
100%
tookENG 101
266148%
took nomore writing
courses94317%
traditional developmental students: fall 2007 –fall 2010
passedENG 052
48582%
didn’tpass
ENG 05210718%
took ENG 052
Fa07-Fa10592
100%
took ENG 101
592100%
took nomore writing
courses0
0%
ALP students: fall 2007 –fall 2010
passedENG 101
182933%
didn’tpass
ENG 10183215%
passedENG 101
43874%
didn’tpass
ENG 10115426%
data from Cho, Kopko, & Jenkins, 2012 (CCRC)
passedENG 10219533%
haven’t passed ENG102 10117%
passedENG 10255410%
F, I, or WinENG1021673%
tookENG 10229650%
haven’t takenENG 10214224%
tookENG 10272113%
haven’ttakenENG 102110920%
passedENG 052
360465%
did not pass
ENG 052194135%
tookENG 052
Fa07-Fa105545
100%
tookENG 101
266148%
took nomore writing
courses94317%
passedENG 052
48582%
didn’tpass
ENG 05210718%
took ENG 052
Fa07-Fa10592
100%
took ENG 101
592100%
took nomore writing
courses0
0%
passedENG 101
182933%
didn’tpass
ENG 10183215%
passedENG 101
43874%
didn’tpass
ENG 10115426%
traditional developmental students: fall 2007 –fall 2010
ALP students: fall 2007 –fall 2010
data from Cho, Kopko, & Jenkins, 2012 (CCRC)
20%
Credits Earned in 1 Year(Fall 2011 Cohort)
30%
10%
40%traditional dev writing N = 55039
%
none
ALP N = 1042
25%
1-5 6-11 12-17 18-23
33%
18%
6%2.9%
30%
20%
14%
8.4%
Completion Rates(As of January 2013)
20%
10%
15%
traditional dev writing
fall2007
ALP
fall2008
fall2009
25%
5%
14%
3%
26%
5%7%
9%
Developmental Writing 65%
CCBC’s Developmental Writing Courses:
Credit English 35%
ENG05113%
ENG05287%
69%
50%
Pass Rates in 101 by Accuplacer Score
75%
25%
100%traditional dev writing
23%
31%
60-69 80-89
ALP
46%
54%
77%
77%
AccuplacerScores:
25%
44%
70-79
2009-102007-08 2008-09
160 students
20 sections
640students
80 sections
2010-11
320students
40 sections80
students
2011-12
1280students
160 sections
Agenda for the Day
A L PThe Accelerated Learning Program
What is the problem?
What is ALP?
What results has ALP produced?
What about the cost?
What obstacles might arise?
50 sections of Dev Eng
X 3 faculty credit hours/section
= 150 faculty credit hours
Costs Under Traditional Model
A L PThe Accelerated Learning Program
54% of traditional developmentalstudents take 101
540 students ÷ 20 students/section= 27 sections
.54 X 1000 = 540 students
27 sections X 3 faculty credit hours/section = 81 faculty credit hours
Costs Under Traditional Model
A L PThe Accelerated Learning Program
total for developmental course =
total for 101= 81 faculty credit hours
150 faculty credit hours
total = 231 faculty credit hours
Costs Under Traditional Model
A L PThe Accelerated Learning Program
100 sections of ALP Dev Eng
X 3 faculty credit hours/section
= 300 faculty credit hours
Costs Under ALP
A L PThe Accelerated Learning Program
100% of ALP developmentalstudents take ENG 101
1000 students ÷ 20 students/section= 50 sections
1.00 X 1000 = 1000 students
50 sections X 3 faculty credit hours/section = 150 faculty credit hours
Costs Under ALP
A L PThe Accelerated Learning Program
Comparison of Costs for 500 Students
Traditional ALP
DEV: 50 sect X 3 cr/sect = 150 fch
101: 18.5 sect X 3 cr/sect = 81 fch
TOTAL: 231 fch
DEV: 100 sect X 3 cr/sect = 300 fch
101: 50 sect X 3 cr/sect = 150 fch
TOTAL: 450 fch
A L PThe Accelerated Learning Program
traditional factory
widgetsper year
cost perwidget
cost/yearto operate
$231,000
$450,000
33,000
74,000
$7.00
$6.08
ALP factory
An Analogy
A L PThe Accelerated Learning Program
traditional factory
231 fch
450 fch
students per year cost per studentcost per year
students per year cost per studentcost per year
330 (33%) of 1000 students
pass FYC
740 (74%)of 1000 students
pass FYC
.700 fch perpassing student
.608 fch perpassing student
ALP factory
An Analogy
A L PThe Accelerated Learning Program
traditional factory
231 fch
450 fch
students per year cost per studentcost per year
students per semester cost per studentcost per year
330 (33%) of 1000 students
pass FYC
740 (74%)of 1000 students
pass FYC
.700 fch perpassing student
.608 fch perpassing student
ALP factory
An Analogy
A L PThe Accelerated Learning Program
Summing It All Up
doubles the success rate,
cuts the attrition rate in half,
does it in half the time,
at slightly less cost per successful student.
Compared to traditional developmental writing approaches, ALP
A L PThe Accelerated Learning Program
What is the problem?
What is ALP?
What results has ALP produced?
What about the cost?
What obstacles might arise?
Agenda for the Day
A L PThe Accelerated Learning Program
Faculty resistance
don’t believe there is a problem
don’t believe students can handle comp
resistance to addressing non-cogs
data
pilot
Possible Obstacles
A L PThe Accelerated Learning Program
Attracting students
Advisors
Logistics
classrooms
registering the right students
exit criteria
faculty development
Possible Obstacles
A L PThe Accelerated Learning Program
Faculty resistance