Achieving the Dream through improving remediation (and other) courses

Achieving the Dream through improving remediation (and other) courses

State Per Capita Personal Income v. Share of AdultPopulation with Bachelor's Degree or Higher (2008)

$16,000

$18,000

$20,000

$22,000

$24,000

$26,000

$28,000

$30,000

$32,000

$34,000

$36,000

$38,000

15% 20% 25% 30% 35% 40% 45% 50%

Percentage of Adult Population with a Bachelor's Degree or Higher

Per

Cap

ita

Inco

me

Source: U.S. Census Bureau, ACS 2006

DC

TX

NM

FL

NDNC

AL

IN

LA

MIWI

SD

WY

TN

NV

AR

IAOH

ID

SCKY

MS

WV

MOME

AZ

VA

NJ

PA

MD

MT

CT

MA

CO

NE

AK

GAHI

KSOR

DE

IL

RI MN

WA

UT

VT

NHNY

CA

OK

No state with a low proportion of Bachelor’s degrees has a high per

capita income.

No state with a high proportion of Bachelor’s

degrees has a low per capita income.

2008= 18.8%

2002= 19.7%

2006 2005 200220072008

2

U.S. Census BureauData Set: Census 2000 Summary File 3 (SF 3)

18.1% - 28.1%

12.0% - 18.0%

6.3% - 11.9%

White15.5%

Union14.9%

Yell10.9%

Scott16.4%

Clark19.8%

Ashley10.1%

Polk10.9%

Pope19.0%

Drew17.3%

Clay7.4%

Benton20.3%

Desha11.1%

Lee7.3%

Logan9.4%

Saline9.6%

Pulaski28.1%

Arkansas12.2%

Newton11.8%

Lonoke14.6%

Cross9.9%

Chicot11.7%

Dallas9.6%

Stone9.8%

Prairie9.0%

Sharp9.2%

Phillips12.4%

Grant11.0%

Madison10.1%

Fulton10.5%Carroll

13.8%

Jefferson15.7%

Miller12.5%

Searcy8.4%

Pike10.1%

Izard11.7%

Marion10.4%

Poinsett6.3%

Boone12.7%

Baxter12.8%

Garland18.0%

Perry11.1%

Sevier16.6%

Mississippi11.3%

Bradley11.9%

Washington24.5%

Monroe8.4%

Johnson13.1%

Ouachita12.7%

Lincoln7.6%

Columbia16.8%

Nevada10.7%

Greene10.9%

Jackson10.3%Franklin

11.0%

Faulkner25.2%

Calhoun7.3%

Conway11.5%

Van Buren11.5%

Craighead20.9%

Randolph10.6%

Crawford9.7%

Woodruff8.0%

Cleburne13.9%

Montgomery8.8%

Lawrence8.5%

Crittenden12.8%

St. Francis10.3%

Cleveland10.0%

Hot Spring11.2%

Sebastian8.4%

Little River9.9%

Howard11.6%

Hempstead11.0%

Lafayette9.5%

Independence13.7%

Arkansas ranked 51st (16.7%) Nation-wide in 2000 for Bachelors & Higher

Percent of County Populationthat hold Bachelors & Higher 2000

Pope 19.0%

Washington 24.5%

Pulaski 28.1%

Clark 19.8%

Benton 20.3%

Faulkner 25.2%

Craighead 20.9%

Percent of County Population(Associate Degree Holder) 2000


4.19% - 6.37%

3.00% - 4.18%

1.80% - 2.99%

White3.97%

Union4.18%

Yell1.80%

Scott5.07%

Clark3.23%

Ashley2.83%

Polk3.95%

Pope3.45%

Drew2.84%

Benton4.60%

Desha2.13%

Logan4.02%

Saline4.56%

Pulaski4.69%

Arkansas3.16%

Newton3.35%

Lonoke5.30%

Chicot2.47%

Prairie3.16%

Dallas2.99%

Clay2.55%

Phillips4.90%

Madison2.49%

Fulton2.77%Carroll

3.82%

Grant2.95%

Jefferson3.27%

Miller3.99%

Cross3.17%

Lee4.30%

Stone2.50%

Searcy3.58%

Sharp3.75%

Pike2.42%

Marion4.69%

Poinsett2.20%

Boone5.18%

Izard4.29%

Baxter4.69%

Garland4.45%

Sevier6.37%

Perry2.71%

Mississippi4.00%

Bradley2.32%

Washington3.51%

Monroe3.23%

Johnson1.97%

Ouachita4.91%

Lincoln3.34%

Columbia2.86%

Nevada2.42%

Greene2.86%


4.55%

Faulkner4.15%

Calhoun3.48%

Conway2.92%

Van Buren3.15%

Craighead3.53%

Randolph3.20%

Crawford5.40%

Woodruff2.01%

Cleburne3.97%

Montgomery4.04%

Lawrence2.66%

Crittenden3.20%

St. Francis3.76%

Cleveland3.43%

Hot Spring4.00%

Sebastian3.69%

Little River3.63%

Howard3.35%

Hempstead3.24%

Lafayette3.23%

Independence2.90%

Arkansas ranked 50th (4%) Nation-wide in 2000 for Associate Degree Holders

Where Arkansas Bachelors Degree (and higher) Holders live

(2000)


23.00%

2.31% - 8.00%

0.10% - 2.30%

Yell0.5%

White2.3%

Union1.5%

Scott0.2%

Polk0.5%

Clark0.9%

Pope2.3%

Drew0.7%

Ashley0.5%

Clay0.3%

Benton7.0%

Desha0.4%

Lee0.2%

Pike0.3%

Logan0.5%

Miller1.1%

Saline3.2%

Izard0.4%

Grant0.4%

Pulaski23.0%

Arkansas0.6%

Newton0.2%

Lonoke1.7%

Cross0.4%

Chicot0.4%

Dallas0.2%

Stone0.3%

Perry0.3%

Prairie0.2%

Sharp0.4%

Phillips0.7%

Fulton0.3%

Madison0.3%

Carroll0.8%

Jefferson2.9%

Searcy0.2%

Marion0.4%

Poinsett0.4%

Boone1.0%

Baxter1.3%

Garland3.9%

Sevier0.3%

Mississippi1.2%

Bradley0.3%

Washington8.0%

Monroe0.2%

Johnson0.7%

Ouachita0.8%

Lincoln0.3%

Columbia0.9%

Nevada0.2%

Greene0.9%

Jackson0.4%Franklin

0.4%

Faulkner4.4%

Howard0.4%

Calhoun0.1%

Conway0.5%

Van Buren0.5%

Craighead3.7%

Randolph0.4%

Crawford1.1%

Woodruff0.2%

Cleburne0.8%

Montgomery0.2%

Lawrence0.3%

Crittenden1.3%

St. Francis0.6%

Cleveland0.2%

Hot Spring0.8%

Sebastian4.3%

Little River0.3%

Hempstead0.6%

Lafayette0.2%

Independence1.1%

Arkansas ranked 51st (16.7%) Nation-wide in 2000 for Bachelors & Higher

60% of all college AR graduates reside in 9 counties

Pulaski 23.%

Where Arkansas Associate Degree Holders live

(2000)


15.90%

1.96% - 6.83%

0.17% - 1.95%

White2.41%

Union1.80%

Yell0.35%

Scott4.07%

Clark0.64%

Ashley0.64%

Polk0.77%

Pope1.70%

Drew0.47%

Benton6.58%

Desha0.29%

Logan0.87%

Saline1.19%

Arkansas0.63%

Newton0.28%

Lonoke2.55%

Chicot0.32%

Pulaski15.90%

Prairie0.30%

Dallas0.26%

Clay0.45%

Phillips1.09%

Madison0.33%

Fulton0.33%Carroll

0.95%

Grant0.46%

Jefferson2.49%

Miller1.48%

Cross0.56%

Lee0.49%

Stone0.29%

Searcy0.37%

Sharp0.53%

Pike0.27%

Marion0.78%

Poinsett0.53%

Boone1.72%

Izard0.59%

Baxter1.95%

Garland4.01%

Sevier6.83%

Perry0.27%

Mississippi1.82%

Bradley0.28%

Washington4.74%

Monroe0.31%

Johnson0.42%

Ouachita1.34%

Lincoln0.46%

Columbia0.66%

Nevada0.23%

Greene1.01%


0.76%

Faulkner3.03%

Calhoun0.20%

Conway0.56%

Van Buren0.53%

Craighead2.58%

Randolph0.56%

Crawford2.62%

Woodruff0.17%

Cleburne0.99%

Montgomery0.38%

Lawrence0.45%

Crittenden1.39%

St. Francis0.66%

Cleveland0.28%

Hot Spring1.17%

Sebastian0.31%

Little River0.47%

Howard0.45%

Hempstead0.69%

Lafayette0.26%

Independence0.95%

Arkansas ranked 50th (4%) Nation-wide in 2000 for Associate Degree Holders

58% of all associates degree recipients reside in 12 counties

• Strengthening the Arkansas Education Pipeline

4641

29

1612

4

100

74

9th GradeEnrollment

High SchoolGrads

EnrolledDirectly into

College

First-timeFull-timeDegreeSeekingCohort

RetainedAfter 1 Year

GraduatedWithin 6Years

WithAssociate

Degree

WithBachelorDegree

Percent 96-97 Arkansas 9th Grader’s Progression into High School and College (percent)

100%

71%

28%

Fall 2000 College Freshmen

96-97 Arkansas 9th Grader’s Progression into High School and College (number)

17,11615,172

10,701

5,817

37,160

1,4934,324

27,335

9th GradeEnrollment

High SchoolGrads

EnrolledDirectly into

College

First-timeFull-timeDegreeSeekingCohort

RetainedAfter 1 Year

GraduatedWithin 6Years

WithAssociate

Degree

WithBachelorDegree

Fall 2000 College Freshmen

100%

71%28%

Arkansas_cnty.shp12 - 2526 - 4950 - 74

Reading Remediation Rates by CountyFall 2007

% Needing Remediation

First-time entering (full- and part-time) students seeking an associate or baccalaureate degree.


English Remediation Rates by CountyFall 2007





Math Remediation Rates by CountyFall 2007




Unduplicated Remediation Rates by CountyFall 2007


43.8% of all school districts have a remediation rate higher than 50%

74.1% of all school districts have a college going rate higher than 50%

Remediation RatesRemediation Rates for All First-Time Entering Students, 2008 Fall Term, All Public Institutions

51.3%

4-Year Public Universities 39.1%

2-Year Public Colleges 74.2%

Remediation Rates for First-Time Entering Adult Students (age 25 or older), 2008 Fall Term, All Public Institutions

91.0%

4-Year Public Universities 92.4%

2-Year Public Colleges 90.6%

Cost of Remediation

$53,800,000Equivalent to the combined budget of seven of Arkansas’s community colleges.

2007-08 - $65.7 million with $24 million (36%) of those expenditures subsidized by state general revenues.

5.5% - 7.2%

4.5% - 5.4%

3.1% - 4.4%

2.0% - 3.0%

2005 Loan Default Rates

Source: U.S. Department of Education

6.8%

(5th)

6.9%

7.1%

7.2%

2.0%

2.6%

6.9%

2.2% (DC)

2.3% (VT)

6.8% - 9.7%

5.0% - 6.7%

3.6% - 4.9%

2.3% - 3.5%



7.6%

(4th)

8.8%

9.3%

9.7%

7.4%

2.3%

2.4%

2.4% (VT)

2.4%

7.6% - 9.8%

6.2% - 7.5%

4.5% - 6.1%

2.3% - 4.4%



9.0%

(4th)

9.3%

9.3%

9.8%

8.8%

2.8%

2.3%3.1%

Arkansas Public Universities Six-Year Graduation Rates (2001 Cohort)

25.2%

22.3%

28.8%

19.2%

29.5%

58.9%

45.9%

0.0% 70.0%

Reading*

English *

Math *

Math, Reading and English

Any Remediation

Not Remediated

Fall Cohort

A student who has to take remediation graduates at less than half the rate of students who come to college with the requisite skills.

Arkansas Public Community Colleges Three-Year Graduation Rates (2004 Cohort)

10.8%

11.5%

14.1%8.9%

14.6%

36.7%

21.2%

0.0% 50.0%

Reading*

English *

Math *

Math, Reading and English

Any Remediation

Not Remediated

Fall Cohort

A student who has to take remediation graduates at less than half the rate of students who come to college with the requisite skills.

1. Strengthening the Arkansas Education Pipeline

2. Improving Preparation 3. Decreasing Remediation 4. Accessing Financial Aid5. Increasing Retention and Graduation6. Enhancing Funding and Governance 7. Addressing Data Needs8. Supporting Economic Development 9. Issues for Further Study

• Since many students are under prepared for college-level work, remediation (developmental education) is critical for students to succeed and ultimately receive a degree or certificate.

• Greater efficiency in remediating students in the shortest amount of time should be a priority in Arkansas colleges and universities

Recommendation 3:Decreasing Remediation

Recommended Action• 3.1. Continue using an ACT score below 19 (or the

SAT equivalent) as a baseline definition of remediation. Require colleges and universities to assess students who score below the 19 threshold with a second assessment to assure proper placement.Recommend ADHE conduct research into the continued effectiveness of 19, especially in light of ACT research.

• 3.2. Mandate that colleges and universities set clear, measurable exit standards for remedial courses, to be reviewed by ADHE, that correlate with the ACT 19 threshold and send results of how students do in meeting these standards to ADHE in a biennial report that should also include student success rates in subsequent courses.

Recommended Action

• 3.3. Encourage colleges and universities to develop innovative alternatives to semester-long remedial courses, such as online modules, self-directed instruction, and summer camps. Higher education institutions may apply for pilot grants and may cooperate with K-12 school districts.

Recommended Action

• 3.4. Encourage universities and colleges to identify faculty with demonstrated teaching success with developmental education students, provide professional development/ training for these faculty members; and disseminate best practices for developmental education. Be more prescriptive and individualized in working with developmental students and in providing support services for these students.

Recommended Action

AN ACT TO REQUIRE CLEAR EXIT STANDARDS FOR ALL REMEDIAL COURSES TAKEN AT STATE-

SUPPORTED INSTITUTIONS OF HIGHER EDUCATION; TO IMPROVE THE TEACHING

TECHNIQUES OF REMEDIAL COURSES; AND FOR OTHER PURPOSES.

Representatives J. Roebuck, D. Hutchinson, M. Burris, Carnine, Clemmer, Cole, Nickels, Saunders, G. Smith, Stewart, Abernathy

Senators G. Baker, Madison

HB 1990/ Act 971

• The board, in collaboration with state-supported institutions of higher education, shall develop by institution uniform measurable exit standards for remedial courses that are comparable to the ACT or SAT equivalent required for college-level enrollment in credit courses to be implemented no later than the fall semester of 2010.

com·pa·ra·ble: • able to be likened to another; similar. • of equivalent quality; worthy of comparison

ADHE preference: Nationally normed test that has been correlated to the ACT.

• By institution:– Local freedom to select the test/assessment that will be used.– How to teach the course

• Uniform measurable exit standards– Used in all equivalent courses at the institution– Measurable – Quantitative– End of course

Assessing the institutional interventions are essential to determining best practices.

Other aspects of the Act 971• The board shall work with state-supported institutions of higher

education to:– (A) Develop innovative alternatives to traditional instruction and delivery

methods for remedial courses; and– (B) Provide professional development opportunities to help remedial

education faculty gain knowledge in best practices and trends in the instruction and delivery of remedial education.

• ADHE efforts so far• Met with developmental education faculty organization• Dean Association• Chief Academic Officers/Presidents• AHECB • Trustees • Several individual faculty • Professional development

– 3 best practices in assessment between Nov 09 and May 10-- Student success conference – with special presentations on developmental students-- January 12 –Achieving the Dream on redesigning the curriculum

• Support for this approach from AATYC, ASU system and UA system

• The board shall report to the House

Committee on Education and the Senate Committee on Education by February 1, 2010 on the progress made in addressing the requirements in subdivision (d)(1) of this section.

MATH ENGLISH READING OTHER

ASUJ Compass Compass Compass

ATU ACT ACT ACT

HSU Compass Compass Compass

SAUM Compass Compass Compass

UAF ALEKS -Pilot Compass and Essay

Compass

UAFS Compass Compass Compass

UALR NA* Compass Compass

UAMS NA

UAM Compass/Asset Compass/Asset Compass/Asset

UAPB Compass Compass Compass

UCA Compass Compass Compass

*Minimum ACT 19 needed for entry into Intermediate Algebra.

MATH ENGLISH READING OTHER

ANC Asset Compass Compass

ASUB Compass Compass Compass

ASUMH Compass Compass Compass

ASUN Compass Compass Compass

BRTC Compass Compass Compass

CCCUA Compass Compass Compass

EACC Compass Compass Compass

MSCC Compass Compass Compass

NPCC Compass Compass Compass

NAC Compass Compass Compass

NWACC Compass Compass Compass

PTC Compass Compass Compass

OTC Compass E-write Pilot Nelson Denny

OZC Compass Compass Compass

PCCUA Compass Compass Compass

PTC Compass Compass Compass

RMCC Compass/Asset Compass/Asset Compass/Asset

SACC Compass/Asset Compass/Asset Compass/Asset

SEAC Compass Compass Compass

SAUT Compass Compass Compass

UACCB Compass Compass Compass

UACCH Compass Compass Compass

UACCM Compass Compass Compass

*Minimum ACT 19 needed for entry into Intermediate Algebra.

Other Legislation that impacts Remediation

Academic Challenge (lottery) scholarship requires that the student complete their remediation needs within the first 30 hours.

• ADHE looks forward to helping all the institutions with this endeavor.

• Student success is the key• Any questions?

Please note the following changes were made to implementation of Act 971 after the January 14 Presentation

The memo highlights a significant change in its implementation.

students should not be barred from enrolling in college-level courses based on their developmental course post-test score for Fall 2010.

all students enrolled in developmental courses that immediately lead to college-level courses must be tested in Fall 2010 using an examination comparable to the ACT.

Students that do not attain a score comparable to an ACT of 19 will not be required by ADHE to undergo further developmental instruction—that decision will be at the discretion of the institution awarding the developmental course credit.

The memo highlights There may come a time where we, as an academic community, are comfortable with utilizing an exit assessment to determine course progression. It should be based upon research over the next few years relating to modifications of our remedial education courses and subsequent student success. ADHE will collect data to determine the number of developmental students who meet the ACT 19 threshold upon exiting the developmental courses for the purposes of guiding our future conversations.

Post-testing developmental education and the early taking of developmental coursework for Lottery Scholarship recipients will lead to better prepared students and higher retention and graduation rates.

Documents

Achieving the Dream through improving remediation (and other) courses