acec 1 15 13
TRANSCRIPT
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.