william austin, president john peppas, pathways …€¦ · (exempt from mat 050) 78 elem. algebra...

WILLIAM AUSTIN, President

JOHN PEPPAS, Pathways Administrator

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TWO MOST COMMON PLACEMENT TESTS

In New Jersey, we use the common system

and placement cut scores for ETS’s

ACCUPLACER

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Should a multi-billion dollar industry

with little public accountability have

as much say in determining the

future of prospective community

college students?

FROM THE PEOPLE WHO BROUGHT YOU THE SAT

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A suite of tests that determines your knowledge in math, reading and writing as you prepare to enroll in college-level courses.

Used to identify strengths and weaknesses in each subject area and to help improve skills through interactive online learning tools.

The results of the assessment, in conjunction with your academic background, goals and interests, are used by academic advisors and counselors to place students in the appropriate college courses that meet their skill level.

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ACCUPLACER test questions

are based on your responses to

previous questions.

Questions will either increase or

decrease in difficulty depending

on how you respond.

ACCUPLACER tests are

untimed; however, it is important

to allow yourself enough time to

complete the test since test

results are a key factor in

determining the course(s) you

can enroll in.

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WCCC (NJ) CUT SCORES

MATH

Arithmetic(Exempt from MAT

050)

78

Elem. Algebra(Exempt from MAT

051)

76

Int. Algebra

(Exempt from MAT

052)

85

SAT

Math (Exempt from Remedial Math) 530

Verbal (Exempt from Remedial English) 540

ENGLISH

Reading(Exempt from ENG 042)

80

Writeplacer(Exempt from ENG 041)

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READING:ENG 042

Critical Reading

• 29% of Students score into this course

• 49% enroll 1 year later

• 0% have 2-year graduation



WRITING:ENG 041

Basic Writing

• 23% of Students score into this course

• 56% enroll 1 year later




WARREN REMEDIAL SEQUENCE

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ARITHMETIC:MAT 050

Basic Math

• 28% of Students Score into this Course

• 55% enrolled one year later




ALGEBRA:MAT 051

Introductory Algebra


• 62% enrolledone year later




ALGEBRA:MAT 052

Intermediate Algebra


• 65% enrolledone year later




WARREN REMEDIAL SEQUENCE

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EMPOWERING COMMUNITY COLLEGES TO

BUILD THE NATION’S FUTURE:

AN IMPLEMENTATION GUIDE

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It will take radical action, not talk

Public Commitment to Goals

Creation of Pathways

Expand Prior Learning Assessments

Devise Completion Strategies

AACC IMPLEMENTATION GUIDE:RECOMMENDATION #1: INCREASE COMPLETION RATES 50% BY 2020

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AACC IMPLEMENTATION GUIDE:RECOMMENDATION #2: DRAMATICALLY IMPROVE COLLEGE READINESS

Define & Measure College Readiness

Collaborate with K-12 Partners

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Develop the role of community colleges as brokers of

educational opportunities rather than solely as direct providers

of instruction.

AACC IMPLEMENTATION GUIDE:RECOMMENDATION #4: REFOCUS THE COMMUNITY COLLEGE MISSION AND REDEFINE

INSTITUTIONAL ROLES

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What does it take to produce

COLLECTIVE

ANXIETY among well-educated community

college faculty and administrators

on any given morning?

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PLACEMENT TESTS V. REMEDIAL CLASSES

Traditional courses in remedial Math and English are semester-long; for example, a student who places into remedial arithmetic can move out of the remedial sequence and into college-level Math courses in a minimum of three semesters.

Even then, only 24% of our students placing into remedial Math make it out of the developmental sequence in three years.

All

Material

Required

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Is remedial educationwhich often lasts over several semesters, the best approach to

closing the success gap for our entering students in need of remediation?

Or is there a better answer?

TRUSTEES WANT A REVIEW

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PILOT STUDY IMPLEMENTED

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20 high school juniors were

identified by participating high

schools based on their initial scores

on the ACCUPLACER exam.(They had to demonstrate a lack of ‘college readiness’).


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In order to participate, students

had to have scored low enough on

at least one portion of the exam to

leave room for improvement on

their placements into remedial

Math and/or English.


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Of those 20 students, 19

successfully completed a six-week

Kaplan SAT preparation course.(Designed to strengthen students’ basic Math and

English skills and equip them with better test-taking

skills in anticipation of the SAT).


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Of the 19 completers, 18 re-took the

ACCUPLACER at the end of the

Kaplan course, took the SAT exam

during or after the course, or did both

and submitted both sets of scores. So, the College worked with a sample size of N = 18.


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Once the course was completed and we had received ACCUPLACER and/or SAT scores from all 18 students, we compared their pre-and post-Kaplan ACCUPLACER scores to

identify any individual Successful Outcomes (improvements in college readiness).

We also compared their pre-Kaplan ACCUPLACER scores to their post-Kaplan

SAT scores where applicable.


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We were able to identify

four different kinds of

Successful Outcomes,or ways in which a student could have

improved on her/his college readiness.


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Placing up one or more levels in remedial Math (e.g., originally placing into

Elementary Algebra, but now placing into Intermediate

Algebra) through an improved ACCUPLACER score

Becoming exempt from a remedial English course

through an improved ACCUPLACER score

Becoming exempt from all remedial Math through a high

enough SAT score or improved ACCUPLACER

score

Becoming exempt from all remedial English through a high enough SAT score or improved ACCUPLACER

score


Successful Outcomes are improvements in a

student’s scoring that led to one (or more) of the

following:

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Because some of the students initially placed into both remedial Math and remedial English, and because some of those students took the second ACCUPLACER and submitted post-

Kaplan SAT scores to us, a significant percentage of the participants demonstrated more than one kind of Successful Outcome.

Overall, a student’s achievement of any of the above four outcomes increased that

student’s defined college readiness.


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12 experienced one or more of the above successes (67%)

22% placed up at least one level in remedial Math

28% became exempt from a remedial English course

33% became exempt from all remedial Math courses through either a qualifying SAT score or improved ACCUPLACER score

PILOT STUDY IMPLEMENTED:

OF THOSE 18 STUDENTS…

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Similarly, 39% became exempt from all remedial English courses through either a qualifying SAT score or improved ACCUPLACER score

Of the 14 students (out of 18) who needed to improve their college readiness in both Math and English, 21% experienced a success in both subjects

PILOT STUDY IMPLEMENTED:

OF THOSE 18 STUDENTS…

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Prior to beginning the Kaplan

course, all 18 students were less

than college ready in at least one

area.

PILOT STUDY RESULTS

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At the completion of the

program, 67% demonstrated

increased college readiness in

at least one of those subjects.

PILOT STUDY RESULTS

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Furthermore, 61% were exempted

entirely from remedial English or

Math sequence.

PILOT STUDY RESULTS

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1. Considered in comparison to the

regular remedial success rates of

our enrolled students, the

success of the program is even

more compelling.

PILOT STUDY RESULTS

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2. When we track the remedial

success of WCCC’s first-time Fall

2010 students over three academic

years (six semesters), we see that

that success is very limited.

PILOT STUDY RESULTS

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3. Of those who placed into

remedial Math, only 24% made it

out of that remedial sequence.

PILOT STUDY RESULTS

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4. Of those who placed into

remedial English, only 26%

made it out of that sequence.

PILOT STUDY RESULTS

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5. And for those who placed into

both remedial Math and remedial

English, only 24% completed the

required remediation for both

subject areas (and were deemed

“college ready”) within three years.

PILOT STUDY RESULTS

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6. The Kaplan program had

superior results to the traditional

remedial education sequence.

PILOT STUDY RESULTS

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Only 24% of our students placing into remedial Math make it out of the

developmental sequence in three years.

The highly successful results of our ten-week pilot program demonstrate the promise in an alternate path to

college readiness.

ADMINISTRATIVE CONCLUSIONS(PRESENTED TO TRUSTEES & NJ SECRETARY OF

HIGHER EDUCATION)

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ADMINISTRATIVE CONCLUSIONS

PRESENTED TO TRUSTEES &

NJ SECRETARY OF HIGHER EDUCATION

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It is the ethical responsibility of the

college to attempt a time saving,

cost saving method to achieve

“college readiness.”


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A 61-67% success rate that can be achieved in 10 weeks compared

to a 24-26% success rate achieved in 18 months requires the Board, administration, faculty and staff to

seriously re-evaluate several factors:


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Is the ACCUPLACER validly and reliably placing students? (i.e., it seems illogical that a 10 week prep course designed for a completely different purpose can yield such a significant change in outcomes, especially when compared to our existing programs lack of success designed for that practice)

Is the current remedial placement and course sequence valid, efficient, and effective?

Is the current higher education definition of “college ready” accurate or valid?

ADMINISTRATIVE CONCLUSIONS:RE-EVALUATION FACTORS

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PRESENTED TO TRUSTEES

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These and other serious questions should be considered by policy

makers and evaluated by further more comprehensive research.

Although this small pilot study cannot demonstrate conclusive data

for final decision-making; the dramatic results raise serious

concerns over the validity of current higher education practice.

ADMINISTRATIVE CONCLUSIONS(PRESENTED TO TRUSTEES)

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It is the responsibility of college officials to examine these concerns and place student needs, performance and outcomes above untested curriculum

structures, sequences, and ‘the way we have always done it’ attitudes that are

dramatically impacting the future success of an entire generation of

students and our nation.

ADMINISTRATIVE CONCLUSIONS(PRESENTED TO TRUSTEES)

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TRUSTEE CONCLUSIONS

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Create an elective non-credit “prep model” prior to testing that can lead to greater student

graduation rates in 2 and 3 year periods.

Expand HS dual enrollment credentialing to make placement testing less necessary for

future entering students.

Expect and plan for lower enrollment as average student time to completion is lowered

at the onset.

Use all three above goals to assist in strategic plan development, ensuring student tuition cost

effectiveness over institutional revenue.

TRUSTEE CONCLUSIONS

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Who should our community colleges

be serving?

Who could benefit from a community college education whom we are not

presently serving?

As professionals, what do we want

from our community college?

COLLEGE OF THE FUTURE

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william austin, president john peppas, pathways …€¦ · (exempt from mat 050) 78 elem. algebra...

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