percentage of students placed in pre-requisite
TRANSCRIPT
Percentage of Students Placed in Pre-Requisite Developmental Courses Who Passed ENG 101
passed 10128733%
neverpassed 101
688%
took 10135541%
took no more writing
courses13516%
passed09949057%
neverpassed
09937343%
took 0991988/1989
863100%
Longitudinal Study of 1988/89 Cohort in Upper-Level Basic Writing (1993)
failed
Why Do Students Drop Out?
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
financia
l problems
medical problems
problems with children
laid off
legal problemsabusive situation at home
life issuesstudent fears she isn’t “college material”
student doesn’t know anyone
student doesn’t feel
connected to the college
student doesn’t know how college worksstudent loses confidence
stress b
ecomes too greataffective issues
lifeissues
affectiveissues
collegeknowledge
non-cognitive
issues
Student’s End-of-Semester Comment
.
“ I’m really a bad writer, but my English teacher thinks I’m a good writer, so this semester Iwrote really good papers, so she wouldn’t find out what a bad writer I am.”
creditcourse
50%pass
creditcourse
developmentalcourse
75%
takecredit
course
passdevelopmental
course
75%
passcredit
course
75%
.75 X .75 X .75 = 42%
ALP
ENG 101 ALP Support Class
meets 3 hours/week for 14 weeks meets 3 hours/week for 14 weeks
traditionalstand-alone
developmental writing
high schoolor
middle school
ALP ENG 101
• Activities to prepare students for what’s coming next in ENG 101.
• Activities to clarify, reinforce, and practice what we just covered in ENG 101.
• Activities to address integrated reading and writing.
• Activities to address non-cognitive issues.
What do we do in the corequisite support class?
passedENG 052
360465%
did not pass ENG 052
194135%
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 052
194135%
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 101
Fa07-Fa10 182933%
didn’t passENG 101
Fa07-Fa1083215%
passedENG 101
Fa07-Fa10 43874%
didn’t passENG 101
Fa07-Fa1015426%
passedENG 052
360465%
did not pass ENG 052
194135%
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
Fa07-Fa10 182933%
didn’t passENG 101
Fa07-Fa1083215%
passedENG 101
Fa07-Fa10 43874%
didn’t passENG 101
Fa07-Fa1015426%
traditional developmental students: fall 2007 –fall 2010
ALP students: fall 2007 –fall 2010
data from Cho, Kopko, & Jenkins, 2012 (CCRC)
passedENG 10255410%
F, I, or WinENG1021673%
passedENG 10219533%
haven’t passed ENG102 10117%
10%
20%
Percent Earning 12 Credits within 1 Year of Passing Developmental Writing (Traditional or ALP)
30%
Fall201
1
Fall2012
Fall2013
Fall2014
Fall2010
40%Traditional Dev Writing ALP
Fall2016
Fall2015
Fall2017
34% 33%
38%35% 36%
32% 32%
29%
14%15%
17%
13% 14%11%
15%14%
10%
15%
20%
5%
traditional dev writing ALP
Fall200
7
Completion Rates(as of March 2019)
Fall2008
Fall2009
Fall2010
Fall201
1
Fall2012
Fall2013
25%
Fall2014
Fall2015
10%
6%
5% 5% 5% 5%4% 3% 4%
24%
8%
11%
8%
9%
8%8%
7% 7%
50%
Success Rates for 7 Participating Colleges
75%
25%
comparison cohort
ALP cohort
76%
86%
73%68%
94%
51%
82%
37%33%
38%48%
39%35%
47%
A5-10000suburbsMidwest
B10-20000suburbsMidwest
C20000+urban
Southwest
D<5000
small townMidwest
E<5000
suburbsSoutheast
F<5000rural
Southeast
G5-10000
small townMid-Atlantic
Results from Statewide Adoptions
Standalone Developmental
Co-Requisite
What is a Co-Requisite Model?
Co-Requisite Models
Developmental programs in which the developmental course is a co-requisite, not a pre-requisite, to the credit-level course.
Technology Model
Credit-Level Class
Tutoring Model
Credit-Level Class
1 hour/week for 14 weeks
Studio Sections
Studio Model
Credit Class
3 hours/week for 14 weeks
Fast Track Model(101+)
Developmental/Credit Class
6 hours/week for 14 weeks
Stretch
ENG 101
3 hours/week for spring semester3 hours/week for fall semester
ENG 101
9:00 Credit-Level Class
ALP Triangle Model
11:00 Credit-Level Class
10:00 Co-Req Class
ALP with Two Instructors
Credit-Level Class Co-Req Class
1. Students are enrolled in the college-level writing course and the corequisite course concurrently.
2. The curriculum in the corequisite course is “backward designed” from the college-level course.
3. The corequisite students are in a college-level class in which at least 50% of the students have been
placed into the college-level.
4. The same instructor teaches both the college-level class and the corequisite class.
5. Class size for the corequisite class is no more than twelve.
6. The corequisite students are in a cohort that spends extended time together.
7. Integrated reading and writing is central to the curriculum, at least in the corequisite class.
8. Addressing non-cognitive issues has a major presence in the corequisite class.
9. The pedagogy of the corequisite class includes significant use of active learning.
10. The corequisite section meets for enough time to address reading, writing, and non-cognitive issues.
11. Significant faculty development is provided to help instructors feel comfortable with the logistics and
the pedagogy of a corequisite model.
12. The model is scalable.
Critical Features of a Co-Req Model
1. Backward curriculum design.
2. Active learning in the writing classroom.
3. Integrated reading and writing.
4. Addressing non-cognitive issues.
5. Syllabus design.
6. Reading/writing projects, not essay assignments.
Critical Features of Co-Req Pedagogy