marcia corcoran, dean of language arts [email protected] katie hern, instructor, english...
TRANSCRIPT
Marcia Corcoran, Dean of Language Arts
Katie Hern, Instructor, [email protected]
Ming Ho, Instructor, [email protected]
Matthew Kritscher, Dean, [email protected]
Jumpstart:Getting Late Deciders Off to a
Strong Start
Chabot’s Basic Skills InitiativeDesigning Jumpstart and program
componentsLiterature consultedData used to inform program design
Window into a Jumpstart classroomEmerging findings
Faculty Inquiry Group of English instructorsMath Workshop
Next stepsChallenges and lessons learned
Presentation Overview
Senate-approved process and charge to committee
Multi-disciplinary group of faculty from senate, FA, and “other suggested faculty based on roles” (e.g. CTE faculty, DSPS, EOPs, ESL Coordinator, Learning Connection Coordinator, and 2 administrators)
Met twice a month with a retreat each semester
Similar membership to Title III grant, “Improving Basic Skills Across the Curriculum to Increase Student Success, Persistence, and Institutional Effectiveness,” running simultaneously, bringing together Learning Support Services and faculty development
Chabot Basic Skills Initiative Committee starting Spring 2008
Develop and adopt an institution-wide, integrated basic skills philosophy and unifying framework
Increase professional development opportunities in relation to basic skills education
Expand and strengthen supplemental academic and counseling support in basic skills
Carefully review data on student performance and literature on effective practices in developmental education
Develop and implement curricular changes to improve student outcomes
Chabot's BSI Goals 2008-09 and 09-10
Target group: First-time college students applying after July
17Population identified as at-risk:
Low Fall to Spring persistenceTypically does not receive matriculation services Typically does not have access to developmental
English and Math in first semester (all sections closed)
Typically are late to apply for financial aid
Intervention: Provided assessment, orientation, group
counseling, and financial aid workshop Reserved sections of developmental English Provided math workshop, allowed students to
re-assess
The Jumpstart Program
The Jumpstart Model
August 1-17
PSCN 25: Orientation
After assessment, Counselors direct students to course package. Incentive: all other English & Math sections full
College Success Workshop (1 unit)
English 102: Reading, Reasoning, and Writing (Accelerated)Open-access 1-semester course leading to transfer-level English
Math Workshop: ALEKS Learning/Assessment System (1 unit)
Costs of Program Serving 125 Students
Cost of sections: 2.33 FTEF X $25,000 = $58,2505 sections of College Success @ .066 FTEF
each = .33 FTEF (1 hour lecture per week)5 sections of ENGL 102 @ .35 FTEF each =
1.75 FTEF(3 hours lecture and 2 hours lab per week)
5 sections of Math workshop @ .05 each = .25 FTEF(1 hour lab per week)
Cost of Math software: $63.00 X 160 = $7,875
Faculty Inquiry Group costs: ($750.00 X 5) + ($300. X 4) = $4950
TOTAL: $71,075.00
Students receive early assessment and advisement (A4)
Students encouraged to take foundational English and Math early in their college careers (A4)
Faculty who are both knowledgeable and enthusiastic about developmental education are recruited and hired to teach in the program (A6)
Counseling support provided is substantial, accessible, and integrated with academic courses/programs (B3)
*Basic Skills as a Foundation for Student Success in California Community Colleges (2007, July) (2nd ed.). The Center for Student Success, the Research and Planning Group of the California Community Colleges, under contract from the California Community Colleges System Office, sponsored by USA Funds.
What the Literature Suggests:Representative Practices Guiding Us*
Reading/writing curricula integration (D2)Development of the whole person - Social and
emotional as well as cognitive growth (D3)A high degree of structure is provided in
developmental education courses (D5)Instructors share strategies (D8)Faculty and advisors closely monitor student
performance (D9)
Higher persistence rates among students receiving matriculation services
(Persistence rates measure the percentage of students enrolled as of Census Day in the first term who are subsequently enrolled as of Census Day in the following term.)
Data Guiding Us
Chabot College Persistence Rates of New Students by Student Services Fall 2001 to Spring 2006
Fall 01/ Sp 02 Fall 02/ Sp 03 Fall 03/ Sp 04 Fall 04/ Sp 05 Fall 05/ Sp 060%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Did Not Receive Matricula-tion
Orientation
Assessment
Counseling
E.O.P.S.
Why we chose Accelerated Developmental English: Significantly more students persist to and succeed in College English from the accelerated course than from two-semester sequence
When accelerated students get to transfer-level English, they pass at exactly the same rate as students from two-semester track (and about twice as many of them actually get there)
Non-Accelerated Eng 101A/B, 04-09 Accelerated Eng 102, 04-090%
10%
20%
30%
40%
50%
60%
70%
80%
90%
82% 82%
Why we can't use Accuplacer to identify a minimum placement score for accelerated track
20-3
5 ESL/L
earn
ing
Skills
Ref
erra
l
36-3
9 Bor
derli
ne 1
01A/1
02
40-4
8
49-5
7
58-6
6
67-7
4
75-7
9 Bor
derli
ne E
ng 1
A
80-1
20 E
ng 1
A Rea
dy0%
10%
20%
30%
40%
50%
60%
70%
47% 45%52% 49% 52%
56% 54%
62%
52% 51%
42%
54%60% 62%
66% 66%
Developmental English Success Rates by Accuplacer Reading Score
Fall 2007-Summer 2009Eng 101A: Non-Accelerated
Eng 102: Accelerated
Video footage from Katie Hern’s English 102, Fall 09
Students are working collaboratively to understand the assigned reading, an excerpt from Paolo Freire’sPedagogy of the Oppressed.
It is the fourth class session. The discussion builds on earlier readings about education by Malcolm X, Krishnamurti, and Mike Rose, along with a study by Anyon documenting serious differences between schools in different socio-economic communities.
Window into a Jumpstart Classroom
1) What does Freire mean by the term “banking model” education? Why does he say it is “oppressive” or “dehumanizing”?
2.) What does Freire mean by “problem posing” education? Why does he say this is “liberatory”?
Guided Discussion Questions That Students Are Engaging
5 English instructors teaching in the program met twice a month, examined range of data together
Challenge of homogeneous sections of “late arriver,” first-time college group: All instructors reported higher withdrawal rates and lower success rates than is typical for them
Reasons behind low success rates:
For the majority of students who did not complete or pass course, the primary reason was not insufficient literacy skills for the accelerated track. Instead, it was either external life factors (sudden homelessness, death in family, need to travel to Mexico) and/or old “high school behaviors” (e.g. trying to get by without doing work)
Emerging Results: English Faculty Inquiry Group
1-Unit Course in computer lab setting. Students work with ALEKS software program, which assesses their existing knowledge and provides individualized curricula in their own zone of proximal development
Workshop providesReview of prerequisite skillsShift in expectation of math class at a CCUnderstanding of the college’s math offerings
Window into the JumpstartMath Workshops
Workshop setting instead of regular math class is less overwhelming
Low-stress environment & flexible pacing safely tests student discipline and commitment
Computer system ALEKS works for all studentsBuilds solid foundationIndividualizes curriculum sequenceFocuses on learning, not pointsDevelops independent learning skills and
strategiesAllows moving ahead; appropriately challenges
all students
Benefits of Math Workshop
Students…Take initial assessment in ALEKSAttend weekly lab hourLog three hours per weeks on ALEKS Get support in drop-in tutorial Take frequent assessment to monitor
progressRetake Chabot math assessment
Math Workshop Format
Instructors…Review progress with students in labAnswer questions in lab/office hourGive help to individuals or small groupsExplain Chabot’s math offerings
Math Workshop Format
132 students at census. Some are not in Jump Start.
114 students in analysisOnly 37 students had completed the 40
required hours on ALEKS
Data from Math Workshop
Hours on ALEKS
Perc
ent
120100806040200
30
25
20
15
10
5
0
Histogram of Hours on ALEKS
Data from Math Workshop30 of those have Chabot Assessment data for
both before and after workshop 15 students placed the same9 students advanced
7 into one level above2 into two levels above
6 students regressedAssessment placed most students in
Prealgebra, Elem. Alg., Int. Alg. Only 3 students placed in transfer-level
Three ALEKS courses were set up: Prealgebra, Elementary Algebra, Intermediate Algebra
Poor results in the previous course in ALEKS suggest a second look at the assessment instrument
Students were placed in ALEKS at one course below their assessment level to brush up on prerequisite skillsNo Int. Alg. Student assessed over 50% in ALEKS
Elem. Alg. courseOnly about 20% of Elem. Alg. Students assessed at
least 50% in ALEKS PrealgebraIn ALEKS Prealgebra assessment, the Q2 (37%) and
Q3 (46.5%) for Elem. Alg. students are only 15% higher than those for Prealgebra students
Data from Math Workshop
% of Curriculum
Perc
ent
(n =
12)
75604530150
25
20
15
10
5
0
Init Chabot Placement = Intermediate AlgebraHistogram of ALEKS Initial Assessment in Elementary Algebra
% of Curriculum
Perc
ent(
n =
46)
75604530150
25
20
15
10
5
0
Histogram of ALEKS Initial Assessment in PrealgebraInit Chabot Placement = Elementary Algebra
% of Curriculum
Perc
ent
(n =
25)
75604530150
25
20
15
10
5
0
Init Chabot Placement = PrealgebraHistogram of ALEKS Initial Assessment in Prealgebra
Consider other ways to effectively use individualized approach to expand students’ options within the math curriculum; possible options: shorten the workshop to, say, 5 weeks while keeping the same format…To reduce student procrastinationTo give student a better sense of pace of regular
math courseTo identify students who can better benefit from
self-paced formatTo allow students who can advance the opportunity
to be reassessed before registrationTo allow multiple workshops through out the
semester to catch dropouts from regular math courses
Next Steps: MathImprove Workshop Design
• Use insights from Jumpstart to reconsider English developmental sequence
How should we direct students toward the appropriate path – accelerated vs. two-semester track?
Which students need a longer sequence? What are their specific needs, and does our current sequence meet them?
Do we have the right balance of accelerated and non-accelerated sections?
Next Steps: English Department
How might we support students confronted with external life challenges that pull them away from school? Are there alternative models of counseling that can be used to intervene in crucial moments?
How might classroom faculty work with these challenges?
How might we help students develop a stronger sense of intrinsic motivation to meet the demands of college?
Next Steps: All Areas
Early Census data shows higher persistence rates among
first-time college students in Jumpstart:
Fall ‘09 to Spring ‘10 PersistenceNew, first time Jumpstart students: 72% (N
= 85)New, first time non-Jumpstart students: 65%
Emerging Data on Program Impact
Reflect on ongoing data from Jumpstart experiment
Did taking English, math, and counseling in their first semester correlate with success in other courses? How do Jumpstart students perform in English and Math courses in future semesters?
Continue to use basic skills committee to develop coordinated, institution-wide support for students
Next Steps: Institutional
As new initiatives are developed within one campus group, ensure that the representatives on that group are sharing information in an ongoing way with departments, other institutional groups, and other administrators to facilitate smooth implementation
Be intentional about aligning new initiatives with existing campus structures and timelines
Lessons Learned: Institutional
Directing students to enroll early in an accelerated English curriculum that integrates reading and writing and provides a one-semester track to college-English
Developing systems to increase student participation in assessment, orientation, and counseling
Using ALEKS to develop workshops to address student math skills
Using the Basic Skills Initiative Committee to develop an institution-wide initiative that crosses academic and student services as well as multiple disciplines and combines Faculty Development with Learning Support
Replicable Components from Jumpstart