february 2014 community college research center february2014 january 9 th, 2015 elisabeth barnett,...

February 2014

COMMUNITY COLLEGE RESEARCH CENTER

February2014

January 9th, 2015

Elisabeth Barnett, PhD Senior Research Associate

High School - College Partnerships to Increase College Readiness

February 2014


•Overview of the state of college readiness

•Three interventions•Summer bridge courses•Early college readiness assessments•Transition courses

•Design decisions and tradeoffs

Today’s topics

February 2014


Many students are not ready for college (NCES, 2013)

Community colleges Open access 4 year colleges0%

10%

20%

30%

40%

50%

60%

70%

80%

68%

40%

Students needing 1+ remedial course

February 2014


Students needing remediation are less likely to graduate college (Attewell, Lavin, Domina, and Levey, 2006)

Students needing remediation Students not needing remediation0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

28%

43%

Community college graduation rates within 8 years

February 2014


•Lack of academic preparation in K-12

•Misalignment of high school and college expectations and curriculum

•Lack of college knowledge

Why are recent high school graduates underprepared for college?

February 2014


Research on Models for Increasing College Readiness

Focus on initiatives co-sponsored by K-12 and colleges

•Summer bridge programs

•Early college readiness assessments

•Transition courses

February 2014

COMMUNITY COLLEGE RESEARCH CENTER February 2014COMMUNITY COLLEGE RESEARCH CENTER

The National Center for Postsecondary Research (2006-2012) focused on measuring the effectiveness of programs designed to help students make the transition to college and master the skills needed to advance to a degree.

National Center for Postsecondary Research

February 2014


Developmental Summer Bridge Study

•Implemented by eight colleges and universities in Texas

•Participating students had just completed high school and needed remediation per college placement test results

•Research• Implementation study• Random assignment study

of student outcomes• Cost study

February 2014


Summer bridge programs (2009) were offered at the college and consisted of:

•Student cohorts of recent HS graduates•4-5 week interventions (64 -100 hours)•Accelerated instruction in developmental math, English, and/or reading

•Academic and social supports•“College knowledge” component•Student stipend of up to $400 for completers.

Programs in the DSB Study

February 2014


2009 DSB Students

February 2014


About the instruction

•Subject of study•3 colleges offered math only•At 5 colleges, students studied math, English, or both.

•Taught by regular college faculty.•Curriculum generally based on existing developmental education.

•Some classes were “leveled;” others were not.

February 2014


Student Support

February 2014


College Knowledge

•3 offered abbreviated student success courses•4 offered presentations•Mentors and tutors played a role•Topics addressed:

•College applications and financial aid•Help seeking in college•Managing stress•Understanding college culture.

February 2014


Texas Developmental Summer Bridge programs:

•Did not impact college enrollment or persistence (measured by cumulative semesters enrolled).

•Did not impact credits earned over 2 years.

•Accelerated students’ initial progress through college-level math and writing in the first year.

Impact Findings

February 2014


Fall 2009 Spring 2010 Summer 2010 Fall 2010 Spring 20110

10

20

30

40

50

60

70

80

90

100

Program Group Control Group

Pass

ed fi

rst c

olle

ge-l

evel

mat

h co

urse

4.8

***

***

**

***

Students passing college-level math

5.9

32.3

7.4

10.7

9.4 42.6

3.5

35.6

5.7

36.9

43.046.5

22.8

28.2

February 2014


Students passing college level writing

Fall 2009 Spring 2010 Summer 2010 Fall 2010 Spring 20110

10

20

30

40

50

60

70

80

90

100

Program Group Control Group

Pass

ed fi

rst c

olle

ge-l

evel

wri

ting

cou

rse

4.1*

71.7

32.9

28.8

63.2

58.2

64.869.0

59.6

64.568.3

3.34.5*

5.3**5.0*

February 2014


•Total costs ranged from $62,633 to $296,033 per site.

•Average costs ranged from $440 to $1,949 per student (w/o stipend).

•The average per student cost across all eight sites was $919.

Summary of 2009 Program Costs

February 2014


•Well designed bridge courses are a lot of work, expensive, and hard to make appealing to students.

•Bridge courses can increase students’ preparation for college math and English courses.

Thoughts on summer bridge courses

February 2014


College Prep Algebra

•Lone Star College and Aldine Independent School District (TX)•Course offered to seniors who placed low on placement test•Curriculum followed college’s deved math•High school offered; college supported

Alternatives…..

February 2014


•Housed at Teachers College, Columbia University, CCRC is the leading independent authority on the nation’s nearly 1200 two-year colleges.

• •CCRC strategically assesses the problems and performance of community colleges in order to contribute to the development of practice and policy that expands access to higher education and promotes success for all students.

Community College Research Center

February 2014


Early college readiness assessments: Assessments administered no later than the 11th grade that measure students’ readiness to successfully perform entry-level, credit-bearing postsecondary work.

Transition curricula: Courses, learning modules, or online tutorials developed jointly by secondary and postsecondary faculty and offered no later than 12th grade to students at risk of being placed into remedial math or English in college.

Reshaping the College Transition

February 2014


Value of early college readiness assessments

Theory:

Knowledge is power. Students and schools can take action to help students become college ready by graduation.

Evidence:

Participation in California’s early assessment (EAP) reduced students’ probability of taking remedial courses in college by 6.1 percent in English and by 4.3 percent in math.

Howell, Kurlaender, and Grodsky (2010)

February 2014


Value of transition courses

Theory:

A full year course in math or English can be offered to students in the 12th grade…

At no extra cost….

That offers high school credit….

And meets colleges’ criteria for college readiness.

Evidence:

No rigorous research found but promising local results.

February 2014


50 state scan (done)Which states are offering? Are they local or statewide? In math or English?

Policy report focusing on four states—NY, CA, WV, TN (done)What is the design and policy context of early college readiness assessments and transition curricula in 4 states?

Implementation report– same four states (winter 2015)What do the transition courses look like in practice?

Report on student outcomes– Only NY and WV (summer 2015)How effective are transition curricula in preparing students for college?

RCT Research agenda

February 2014


50-state scan(Barnett et al, 2013)

State Local In Progress0

5

10

15

20

25

30

25

13

6

States with ECRA

State Local In Progress0

5

10

15

20

25

30

8

21

9

States with Transition Curricula

February 2014


Transition Course Models

• Full year course in math or English (CA, TN, TX, VA, WV)

• Enhanced course, incorporating college knowledge (NY)

• Blended course model in math (TN)

Research in four states (CA, NY, TN, WV)Earlier research in two states (VA, TX)

February 2014


New York

At Home in College (AHC):

•Early assessment: Regents exams •Transition courses in English and math, with College Knowledge component

•62 participating high schools (1,903 students)

•Designed and administered by CUNY’s Collaborative Programs; there are plans to scale up statewide.

February 2014


West Virginia

Transition Courses

•Early assessment: WESTEST 2•Transition Math for seniors who did not meet mastery cut score in math

•English 12 CR for seniors who met mastery or are in a middle range

•Students take the COMPASS at the conclusion of the course.

•Mandated by legislation; advanced by the SREB.

February 2014


Tennessee

Bridge Math and SAILS:•Early assessment: ACT in 11th grade

•Transition course-- Bridge Math for students

•Emerging model– SAILS• Community college led• 5 online math modules• Students place out of college

deved; some take dual credit math

• Governor provides funding.

February 2014


California

EAP Program

•Early assessment (EAP): augmented state accountability test

•English transition course-- Expository Reading and Writing Course (ERWC)

•Math transition courses– Local models such as the Sierra College EAP course.

•EAP and ERWC designed and overseen by CSU.

February 2014


SREB Readiness Courses

•Math Ready•Literacy Ready

Developed by K-12 and higher education experts

Available at no cost.

For more information, contact Megan Root [email protected]

February 2014


February2014

Creating transition curricula based on research and experience

Design Choices and Trade-offs

February 2014


WHAT WAS A KEY DECISION THAT YOU GRAPPLED WITH IN DESIGNING YOUR PROGRAM?

February 2014


PARTNERSHIP ROLES

PARTNERSHIP OPTIONS•The HS or college implements/ the other helps

•The college develops the intervention/ the HS implements

•The HS and college co-own and implement the intervention

CONSIDERATIONS•Who stands to gain•Who has resources to support•Who is the champion.

February 2014


EARLY COLLEGE READINESS ASSESSMENTS

TYPE OF ASSESSMENT

•Existing/modified 11th grade state assessment

•College placement test

CONSIDERATIONS•Ease/cost of administration•How the results will be used

WHO IS ASSESSED

•All 11th graders•All 12th graders•Students who are applying to participate in a College Readiness Now program

CONSIDERATIONS•Access to resources•How the results will be used

February 2014


TRANSITION CURRICULA

FORMAT OPTIONS•Course (11th or 12th grade)•Summer bridge•Non-schoolday sessions•Independent study

CONSIDERATIONS•Time on task •Resources scalability•Targeted students•Student support

CONTENT OPTIONS•Math •English•College knowledge•College ready skills

[Deved focused vs. college ready]

CONSIDERATIONS•Goals of the initiative

February 2014


TRANSITION CURRICULA

TARGETED STUDENT OPTIONS•“Bubble students”•Students not college-ready•College-intending students

CONSIDERATIONS•Program format•Priorities

SCALE OPTIONS•Pilot test•A sub-set of eligible students•All eligible students

CONSIDERATIONS•Cost effectiveness•Resources•Priorities

February 2014


• Roles and responsibilities of college and high school

• Assessment

• Type of assessment (e.g. PARRC)

• All students vs. potential admits to the program

• Timing of assessment

• Transition curricula

• Program format (course, summer bridge, out of school program, independent study)

• Program content (Math and English (college/deved version, CCSS, other), Other aspects of college readiness (definitions vary), College knowledge (also exposure to college)

• Program length

• Program management

• Program location

• Faculty

• Students to target (Seniors vs. others, Bubble students vs. those below cut score, Any or those with college plans)

• Incentives to student participation (HS or college credit, later cost savings, intrinsic value)

• Mechanism by which students place into college level courses (course grade, assessment)

• Teacher support and PD

• Pilot vs. at scale

Design choices working list

February 2014


ELISABETH BARNETT, [email protected]

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Community College Research Center Institute on Education and the Economy, Teachers College, Columbia University 525 West 120th Street, Box 174, New York, NY 10027 E-mail: [email protected] Telephone: 212.678.3091

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february 2014 community college research center february2014 january 9 th, 2015 elisabeth barnett,...

Documents

college expectations

college applications

college attewell

college nces

college readiness slide

state of college readiness

regular college faculty

postsecondary research