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Accelerated Learning Program (ALP)Start-Up Meeting
Accelerated Learning Program (ALP)Start-Up Meeting Philosophy
“Adapt, don’t adopt”
“Start small; plan large”
`Data showing disappointing results
developmentaleducation
The Gates Foundation reports that three quarters of students placed in developmental courses do not receive a degree or certificate within four years.
Data from Recent Studies
placed indev ed
graduated
in 4 years
25%
did notgraduatein 4 years75%
The Community College Research Center at Columbia (CCRC) has found that “that few students referred to developmental education progress through their developmental education sequence of courses to succeed in college-level courses: within four years, only . . . 45 percent of students in the study successfully completed a course in college-level . . . English.”
Data from Recent Studies
placed indev ed
did not pass ENG101in 4 years55%
passed ENG101in 4 years45%
Developmental Education Under Attack
• “Why should American taxpayers be expected to pay for the same education twice?”
• “Not everyone belongs in college.”
Responses:• Many of our students are returning to college after many
years have passed since high school.• Developmental education supports the American dream
and provides the possibility of a “second chance.”• Developmental education in the most democratic aspect of
higher education.
CCBC DEMOGRAPHICS CCBC DEMOGRAPHICS
81% of students 81% of students entering CCBC test into entering CCBC test into
one or more one or more developmentaldevelopmental
disciplines disciplines
65% Dev. Writing77% Dev. Mathematics
58% Dev. Reading
Number of credit students: 33,817 Average age: 29 Female/male ratio: 58/42% Students of Color: 50% Sixty-two percent work 20 hours or
more per week Full/Part Time 34/66
RDG051
RDG052
MATH081
MATH082
MATH083
ENGL051
ENGL052
ENGL101
ENGL102
CCBC’s Developmental Education Courses:
90%10%
ENG 101 ENG 052
ALP
A L P
ENG 101 ENG 052
OTHER MODELS OF ALP
A L P
ENG 101 ENG 052
OTHER ALP MODELS
A L P
ENG 052
OTHER ALP MODELS
A L P
ENG 101 ENG 101
ENG 052
OTHER ALP MODELS
A L P
ENG 101 ENG 101
passedENG 052
48582%
didn’tpass
ENG 05210718%
took ENG 052
Fa07-Fa10592
100%
took ENG 101
592100%
took nomore writing
courses0
0%
passedENG 101
43874%
didn’tpass
ENG 10115426%
tookENG 10229650%
haven’t takenENG 10214224%
tookENG 10272113%
haven’ttakenENG 102110920%
passedENG 10255410%
F, I, or WinENG1021673%
passedENG 10219533%
haven’t passed ENG102 10117%
traditional developmental students: fall 2007 –fall 2010
ALP students: fall 2007 –fall 2010
data from Cho, Kopko, & Jenkins, 2012 (CCRC)
Students take their developmental writing course concurrently with the credit-level writing course, rather than as a pre-requisite.
The same instructor teaches the ALP course and the credit course.
At least half the students in the credit English course are students who placed into credit-level writing.
The ALP cohort is no more than 12 students.
ALP instructors recognize the importance of paying attention to the non-cognitive issues affecting their students.
The pedagogy in the ALP course is based on “backward design” from the credit course and emphasizes active learning, improved reasoning skills, engaged reading, and more effective editing skills.
Critical Features of ALP—Appendix A
Timeline for ALP at CCBCFall 1993
ResearchStudy
Fall 2006PizzaHut
Meeting
Fall 2007
Launch of ALP
Fall 2007
Spring2008Five-
section pilot
Fall 2008 toSpring 2012
Doublingnumber of
sectionseach year
2012-2013120
sectionseach
semester
Nuts and Bolts of ALP Start-Up
• Adapt, Don’t Adopt• Getting Started—Start Small; Plan Large
– While planning, think about scaling up • Building support
– Use our data—more than 100 ALP schools nationally
– Contact college media services/local newspapers– Administration– Advisors!
Nuts and Bolts of ALP Start-Up• Research and Data Collection—Appendix B
– Webinar for ALP teams and IR staff (TBA)– Meet face to face—be explicit
• Marketing to Students– Advisors!– Word of mouth
• Identifying ALP Faculty and Faculty Development– The challenge of full-time faculty buy-in
• Funding and Costs– ALP costs less per successful student than traditional dev ed
classes– Reassigned time for your ALP director– Stipends for attending faculty development institutes
Logistics
• Registration• Advisors• Non-Cognitive Issues• Student Eligibility for ALP• Faculty• Classrooms• Computers• ALP Student Privacy
Going Forward
• Post a description of ALP at your college on the ALP website: http://alp-deved.org/
• Stay in touch and let us know what variations in our model you introduce; we may want to incorporate them, too!
Support
• Contact us:– [email protected]– [email protected]
• Visit the ALP website:– http://alp-deved.org/
