roadmap for the underprepared:

Roadmap for the

Underprepared:

Creating Success Highways by Institutionalizing Early Interventions

The Road Crew… Joan Kindle,

Associate Provost Kimberley Polly,

Mathematics Instructor

Laura LaBauve,

Associate Dean Multicultural Learning

Kathi Nevels, Student Development Professor

Today’s Map… Harper College Context Overview of Three Intervention Pathways for the

Underprepared High School/Community College Partnership REACH Summer Bridge Program Project Success: Early Intervention

Value of Integration and Institutionalization— Discussion and Questions

Harper College Demographics Credit Headcount = 17,000 Full time Equivalent = 10,170 Caucasian = 58% Female = 56% Developmental Math = 43% Developmental English = 15% Developmental Reading = 18% High School Headcount = 28,000 High School Graduates = 6,600 % Graduates Enroll at Harper = 35%

Beginning the Student Success Journey

Joined ATD in 2009 Achievement Gaps:

Developmental Ed Developmental Math African American

Students

New President 2009 New Strategic Plan

2010- Building Community Through Student Success

Northwest Educational Council for Student Success 2010

Merged Academic and Student Affairs 2010

The Result….. Bringing all units

across the college and the district together to build a new, proactive and more personalized pathway from high school to Harper and through Harper to graduation.

Mathematics Partnership… Why did we do this?

Shared data opened doors for communication.

Districts were not aware that about 56% of their graduates who came to us were placing into developmental math.

Districts were not aware that there existing “catch-all” senior math course had the wrong topics.

Districts were not aware that about 1/3 of their graduates were coming to Harper.

Common Core.

Mathematics Partnership…How did we start?

Harper and District 211 begin COMPASS testing of high school juniors

Mathematics Partnership… Course Alignment Begins

Project to align high school algebra 2

and Harper’s intermediate algebra.

Shared syllabi and final exams.

Math faculty from all 12 feeder high schools and Harper jointly write a test bank for a common final (for high school and Harper students.) Common final given in May 2012.

Results helped to foster more communication.

Mathematics Partnership…

Need math senior year

Development Math Percentage with no senior math class

051: Arithmetic 74%

055: Pre-Algebra 42%

060: Beginning Algebra 53%

080: Intermediate Algebra 39%


Used Compass math test in junior year to encourage senior math enrollment

Percentage of Juniors Who Enrolled in Senior Math

Year College Track Algebra 2 Junior Year

Regular Track Algebra 2 Junior Year

Fall 2009 85% 76%

Fall 2010 89% 89%

Mathematics Partnership… Need developmental math

option for senior year. Many students have “passed”

high school algebra 1, geometry and algebra 2 but do not meet requirements for AP or dual credit coursework senior year.

New senior math course created. Replaced high school trig/stat class with Harper’s MTH080 class. Only 4 trig questions on ACT out

of 60 questions.

Mathematics Partnership… 1st Check: Freshmen Year

Communicate to parents that their child will need 4 years of high school math.

In 1973, 72% of jobs required a high school diploma or less. That dropped to 41% in 2007 and is projected to drop to 38% in 2018.

Many certificate and 2-year programs require some sort of math competency.

Mathematics Partnership… 2nd Check: Junior Year End

o Look at multiple measureso ACT math scoreo Compass placement scoreo MTH080 final exam score

o Place in correct senior matho Upper STEM: AP Calco Upper Non-STEM: AP Statso STEM: dual credit MTH103o Non-STEM: dual credit MTH101 (Quant Lit)o Those not ready: MTH080

Mathematics Partnership… 3rd Check: Senior Mid-Year

o Over 90% of the district seniors are enrolling in senior math, but completion rates are a concern.

o Intervention needed with student, counselor and parent(s).

o Not successfully completing a math course senior year costs time and money. MTH060 + MTH080 + repeat = $1470.

o Waste 3 semesters getting to college-level math and many never get there when they have to repeat high school-level coursework.

o Of those students who start in the lowest 2 developmental math classes, only about 14% make it out of developmental math.


4th Check: End of Senior Year

for those taking MTH080 and

going to Harper after graduation

o If they pass the MTH080 final, they are told to register right away for a college-level math course.

o If they do not pass the MTH080 final, they are given access to MyMathTest to help prep for the Compass placement exam.

o 7% increase in college-level math o 11% decrease in the lowest developmental math class (050

level classes)

Bridge to Harper…for the underprepared.

REACH Summer Bridge…

Student Profile Two developmental

courses or a sequence of developmental courses

Emphasis on students of color

Program Intensive, two-week program

Pre and Post COMPASS exam 6 cohorts grouped by math

level Academic workshops by faculty

Math, Reading and Writing Workshops by counselors

Personal, financial and social issues associated with attending college


Desired Outcomes: Improve placement scores

Overall performance:

11% tested into ALL college-level courses 34% tested into at least one college-level course 80% increased placement scores in at least one area

Content area performance:

26% tested OUT of Reading 32% tested into college-level ENG101 11% tested into a college-level Math course


Desired Outcomes: Increase the number of students who immediately start the developmental sequence.

98% testing into developmental RDG began the sequence (ATD comparison group - 60%)

73% testing into developmental ENG began the sequence (ATD comparison group - 54%)

86% testing into developmental MTH began the sequence (ATD comparison group - 43%)


Desired Outcomes: Increase the success rate of students who enroll in developmental courses.

90% of students taking a developmental RDG099 course successfully completed (ATD comparison group – 62%)

53% of students taking a developmental ENG100 course successfully completed (ATD comparison group – 60%)

48% of students taking a developmental MTH080 course successfully completed. (ATD comparison group – 22%)


Desired Outcomes: Increase the progression of developmental students through the developmental sequence.

64% of students successfully completing RDG090 enrolled in RDG099 (ATD comparison group – 47%)

88% of students successfully completing ENG098 enrolled in ENG100 (ATD comparison group – 39%)

80% of students successfully completing MTH050 enrolled in MTH060 (ATD comparison group – 72%)

60% of students successfully completing MTH060 enrolled in MTH080 (ATD comparison group – 67%)


Desired Outcomes: Success and Persistence

64% of the REACH students obtained a 2.0 or higher Fall GPA (ATD comparison group - 45%)

The Fall to Spring persistence rate of REACH students - 80% (Institutional average is 73.1%)


Desired Outcomes: Increase student engagement with & understanding of college

97% more familiar with campus resources 97% could identify reasons for being in college 89% felt a sense of community and belonging 97% understood Harper’s educational policies and

procedures


Institutionalization Growth of Student Cohort

from a 34 student pilot to 125 students Scaling to 225 – meeting the needs of district high schools Expanding to integrate with the high schools-- reach juniors

Incremental Growth Model Manage cohort size Increase faculty involvement Facility management Incremental budget requests


Transformation

From Summer to Fall

Fall enrollment in First Year Seminar

time management; study skills; career planning; and

transfer/educational Planning

Math, Reading, English ‘mini’ cohorts

Learning Communities

Mandatory Meetings with Counselors – Case Management

Tracking students during Spring semester and beyond

Involvement in Early Alert

Project Success: Early Alert…

Target Population First-year students who are recent

high school graduates Place and enroll in two or more

developmental courses or levels of developmental courses

Approximately 800 – 900 identified 335 students chosen for Fall 2011

Pilot

Project Success: Process

Faculty sent surveys at Week 4 and Week 6 to “flag” students in need of assistance

“Flagged” students assigned a counselor and meet with counselor to develop a success plan

Counselors refer students to other support services as needed, continue to monitor student progress and “close the loop” with faculty

Project Success: Results

278 faculty had one or more of the 335 pilot students in their classes

191 (69%) of the faculty in the pilot completed the survey

189 (56%) of the pilot students were flagged for concerns

145 (77%) of flagged students met with their counselor

Project Success: Results

Pilot students persisted Fall-to-Spring at a higher rate than students in the Control Group 80% for Pilot students; 77.2% for Control Group

Pilot students had a higher Completer Success Rate for All Courses than students in the Control Group 60.6% for Pilot students; 58.4% for Control Group

Pilot students overall had a slightly higher Completer Success Rate for Developmental Courses than students in the Control Group 62% for Pilot students; 61% for Control Group

Project Success: ResultsMore pronounced positive results when

compare students who saw counselors vs. those who did not

Fall-to-Spring Persistence

Cohort Counselor No Counselor Difference

PS – Flagged 82.1% 47.7% 34.4

PS - Not Flagged 94.8% 83.0% 11.8

Control Group 88.3% 67.1% 21.2

Project Success: ResultsCompleter Success Rate – All Courses


PS – Flagged 58.6% 28.6% 30

PS - Not Flagged 72.3% 72.7% -.4


Completer Success Rate – Developmental Courses


PS – Flagged 58.6% 31.9% 26.7

PS - Not Flagged 76.8% 75.5% 1.3


Project Success: Lessons Learned

What worked…

Faculty Participation - Liaison Project Success Specialist Counselor – Student Appointment

What we changed for 2012/2013 Pilot… Pre-assign counselors to all pilot students Include all REACH students Monitor for the full year Revise survey timing: 1) Weeks 4-6 and 2) Week 11 Add faculty referrals to academic support services Use “Kudos” feature in Starfish

Project Success: Results Fall ‘12

300 faculty had one or more of the 389 pilot students in their classes

189 (63%) of the faculty in the pilot completed the survey

245 (63%) of the pilot students were flagged for concerns

182 (74%) of flagged students met with their counselor

Awarded more than 4,400 degrees and certificates for FY2012, an increase of more than 600 from last year.

Discussion Time

Thank You!!

Joan Kindle [email protected]

Kimberley [email protected]

Laura [email protected]

Kathi [email protected]

mailto:[email protected]




roadmap for the underprepared:

Documents

high school algebra

years of high school

high school graduates

high school headcount

senior math class051

new senior math course

math faculty

high school trigstat