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“As you know, we can no longer use the traditional approach to developmental education, which has been a long sequence of remedial classes that do not count toward a degree and few students are able to complete.” – US Education Secretary Duncan, August 12, 2014, Washington DC, DE Summit
“Access without adequate preparation is not opportunity.” – Texas Commissioner of Higher Education Paredes, August 19, 2014, State Strategic Planning Meeting
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Developmental Education Pipeline at Public Two-Year Colleges Fall 2007 Cohort * Fall 2009 Cohort * Fall 2010 Cohort *Cohort total: 99.097 Cohort total: 116,207 Cohort total: 125,853
Of students below state standard* … 100
… in reading … in writing … in math
Enrolled in developmental education 71/ 62/ 65 63/ 55/ 60 83/ 74/ 76
Achieved college readiness 58/ 56/ 50 54/ 49/ 45 31/ 39/ 33
Successfully completed first college-level course
38/ 38/ 37 33/ 33/ 34 15/ 18/ 18
*entering cohort tracked two years for readiness measure and three years for college-level course.
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TSI Assessment
Advising
DE Funding
Non-Traditional Options
HB 5
Statewide Professional Development Strategy
Q&A
Please note: questions are presented as received unless otherwise noted
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Q: Is Texas moving in the direction of Florida in allowing students to take courses even if they cannot meet entrance expectations? Are we returning to the “right to fail” philosophy?
A: To the best of our knowledge, Florida’s model is not currently under consideration. The new legislative session begins January 2015.
Q: Since the new TSIA has the capability of sorting students into college-ready, developmental education, or below DE programs/courses, what do you expect the impact will be on CL and DE courses?
A: The best determination for placement expectations is institutional data which are used to inform institutional decision-making.
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Q: What is the average time it takes for students to complete all portions of the TSIA?
A: 94% of test takers complete all portions of the TSIA reading, writing, and mathematics (placement & diagnostic) in under 4 hours. The essay takes an average of additional 70 minutes.
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Q: Are institutions allowed to turn away students who don’t intend to go to the institution (district vs. non district)?
A: This is an institutional decision. However, as a service to the locally-taxed community, institutions may find it challenging to justify not allowing in-district students to test at the institution.
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Q: Is there an exemption or waiver for students with disabilities?
A: No. However, institutions are expected to provide appropriate testing accommodations for students with documented disabilities, just like it would for any other course/testing situation.
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Q: Can a testing center put a time limit on the TSIA essay or other parts of the TSIA?
A: No. The TSIA is untimed. It is recommended that students are made aware of the testing center hours of operation and longer periods of closure (e.g., Christmas, spring break, etc.).
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Q: Can an institution disallow TSIA scores from HS students if they do not test at the institution.
A: The results from the TSI Assessment are valid, regardless of where the student took the TSIA. Institutions and school districts should come to agreement on how scores are validly presented and accepted.
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Q: When enrolling students into college level courses, must both component areas (reading and writing) be passing scores of 2000 or higher on the score report or may colleges utilize only one component area passing score?
A: Reading and writing scores may be used separately to determine dual credit qualifications for courses requiring TSI complete status in reading or writing
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Q: How can faculty and advisors access diagnostic profiles of students who lost them?
A: We have an online tutorial provided by The College Board giving step-by-step instructions on how to access the test results which include the diagnostic profiles
See online link: www.thecb.state.tx.us/tsi
(Report Access for Advisors and Faculty)
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Q: Regarding the Diagnostic Profiles, will institutions need to track the diagnostic scores in their student database systems as we will with the placement scores? If not, how will advisors be able to view the diagnostic reports for each student for advising purposes? Will the testing center have to provide access to this information to each academic advisor?
A: For students directed to the ABE Diagnostic, their diagnostic level scores (1-6) must be reported in the CBM process. Your institution’s CBM reporting person/unit has further details.
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Q: Would a student ever NOT receive an essay?
A: Yes. a student would *not* receive an essay
◦ scores below 350 on the TSIA Placement portion (first 20 questions),
◦ takes the ABE Diagnostic
◦ receives a result of level 1, 2, or 3
This student is then finished with the TSIA writing portion and should be classified as assessed at ABE level.
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Q: How can we use the student’s response to the TSIA background questions in targeting options for specific populations?
A: We recommend to review the background questions with faculty/advisor group to determine 1) which questions are relevant and how; 2) which additional questions should be added; 3) which responses inform which institutional courses/interventions (student profiles)
See www.thecb.state.tx.us/tsi (#3, Background Questions)
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Q: I understand there was an update done to the TSIA over Labor Day? What was the update?
A: Prior to September 2, 2014, the ABE Diagnostic results included ONLY a Level 1-6 result, but no profile like the DE Diagnostic. After this date, the ABE Diagnostic results will continue to provide a Level 1-6 result but ALSO a profile with needs improvement, limited proficiency, and proficient statements.
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Q: How can we use the TSIA to screen students?
A: To inform placement recommendations,
TSIA reporting has filtering capabilities whereby an institution can make a report containing, for example, list of students who answered
◦ #3 “less than 1 year” (grad. HS)
◦ #5 “less than 1 year” (since last math course)
◦ #6 “4 or more” (HS math years)
◦ Math Diagnostic 8+ (algebra domains)
= Placement recommendation: Mainstream MATH or NMP
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Q: How can our institution create these placement rules reports?
A: your TSI test administrator should contact Chantel Reynolds for instructions.
Chantel Reynolds Sr. Director of ACCUPLACER State & Policy Initiatives College Board 512.636.1436 [email protected]
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Q: A large percentage of students who placed into college algebra through their TAKS scores are failing college algebra. There is no safety net for the students who fail. Will the THECB address the entrance requirements for entering freshmen math scores? Hasn't the state shifted the failure rate in developmental math into college algebra?
A: Statewide data show that students reported with TAKS exemptions are passing.
www.thecb.state.tx.us/cssp
http://txccrn.uh.edu/events/sss-2014/
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Q: Will there be an added time line for evaluating students who have been out of school for more than 2 years, but are using old TAKS scores?
A: The TAKS exemption is valid for five (5) years from date of testing, regardless of how long students have been out of school.
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Q: When will bottom entrance scores on the TSI be addressed? Will Adult Literacy programs be required to serve the ABE level students?
A: RFA for Statewide Professional Development program to help 1) identify campus, regional, and community resources; 2) identify/develop BASE NCBOs; 3) identify campus workforce training programs; 4) collaboration between DE and WECM programs to align course/program with basic support
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Q: Since there are ABE levels in place, will the TSI be used as a college/career readiness standard for students attempting the GED exam? Is there conversation about using the TSI as a alternative for the GED 2014 exam?
A: There are currently no alignment studies between the new GED and TSIA. The TSIA is not a federally-approved assessment for the AEL programs. TSIA validity studies need to be completed (fall 2015) before further studies are considered.
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Q: Does the TSI have any correlation to TABE, GAINS, or workforce readiness standards?
A: While colleges have indicated that they have done or
are currently doing studies on the alignment, no statewide studies have yet been conducted on the correlation between the TSIA and adult education literacy assessments such as the TABE, GAIN, CASAS, and/or Work Keys.
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Q: Can students retest on only a part of the TSIA?
A: Yes. A student may use the college readiness standard on the writing portion of the TSI Assessment (350) from one test administration in conjunction with the essay score from the same or another administration of the essay portion of the TSI Assessment (essay 4 + 363 or higher OR essay 5-8). If the student is retesting on the TSI Assessment, he/she may retest only on the essay portion of second and subsequent administrations of the TSI Assessment if the student has already scored at least 350 on any previous administrations of the TSI Assessment.
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Q: How are colleges handling students who are enrolled in a DE course, retest TSI, and place out of the course. Do you require the student to remain enrolled in the course? Do you drop them? Do you issue a grade and not require them to continue attending?
A: TSI Statute stipulates that students meeting the required standards are college ready and cannot be required to enroll in DE. Appropriate advising is necessary to ensure student makes best decision.
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Q: Will Texas CCTC remain open door institutions or is that no longer feasible in light of legislative funding restraints on CCTC?
A:Historically, the assumption for students entering postsecondary education is that they have completed secondary education. Because students without HS completions do not have access to federal financial aid (PELL grant, loans, work-study), they are placing themselves at risk financially by not receiving a HS diploma/GED first.
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Q: Can Holistic Advising be used for students to by-pass developmental education altogether?
A: No. However, consideration of multiple factors can help determine the student’s needs. For example, a student can be co-enrolled in an entry-level college credit course (ENGL 1301) and NCBO that meets a minimum of 4 hours to determine if additional resources are necessary to support the student’s success in the college credit course.
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Q: How specific must an institution be in using holistic advising to allow students to accelerate, possibly skipping a course in sequence or moving up to NCBOs or paired courses? Is it sufficient for department to have a policy procedure for faculty and advisors to follow? What might be needed in case of an audit?
A: Skipping course sequences and other acceleration options are institutional decisions. It is recommended that policies be in place to ensure equitable application of placement policies and practices for all students with similar characteristics.
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Q: How should CTC advise/enroll students who are sorted into below DE?
A: Institution must develop an intentional strategy for this population. Example: 1) determine what current programs/courses meet their demonstrated strengths and interests and steer students to those programs; 2) review local/regional job needs and develop/enhance programs that prepare students for those positions; 3) work backwards from college credit coursework to determine exactly what preparation is needed for students to be successful in program; 4) work with the BASE PD program to develop or enhance existing programs.
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Q: Since students identified as below DE are not eligible for federal financial aid, how will they pay for the courses/programs they need if they are already HS graduates?
A: Eligible students can receive federal financial aid but cannot use courses/interventions below high school learning objectives towards their eligibility requirements. Recommendations include co-enrollment models.
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Q: For students assigned to ABE, what programs are in place through Workforce to equip them to enter development education? How will these students be tracked for completion?
A: For students assessed at ABE levels (1-4), it is recommended to work with WECM and Accelerate Texas programs to determine which programs serve this population. DE is not necessarily the goal for students assessed at ABE levels. The immediate goal should be to find a workforce or CE program that provides appropriate instructional and student support to ensure student success.
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Q: Is it true that funding is available for NCBO courses?
A: Yes, since 2011, institutions can submit NCBO for formula funding reimbursement, just like any other DE course.
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Q: Can an institution set a higher grade requirement in the credit course, like C or better in the credit, if the dev. ed. is not passed, for college readiness?
A: The main goal of DE intervention is to prepare students to successfully complete college credit coursework. Students should not be penalized for meeting this goal.
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Q: Can an institution be in trouble if this happens: a student does not make a C or better in an exit level, developmental course paired with credit? Or a student does not make a C or better in an exit level NCBO course paired with credit?
A: No. A student should not be penalized for successful completion of the college credit course.
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Q: Is there an updated calendar available for implementing integrated reading and writing? Is this mandatory or can the local educational institution determine what best fits their population? What is the date for ALL reading and writing courses to transition to INRW?
A: TAC, Section 4.62 requires that stand-alone DE reading and writing courses be integrated by spring 2015. The ACGM Committee will consider updates this fall to define stand-alone DE reading and writing courses for lower levels only.
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Q: We are doing NCBO Refreshers before the semester starts to help students maximize their placement. If a student accelerates from DE into a college-level course as a result of the intervention, how does this impact our success points? How do we report this?
A: As long as the student in the NCBO is initially reported by the institution as “not ready,” then the intervention that results in the student being college ready will count as a success point. Contact Julie Eklund if there are reporting questions.
Julie Eklund, Ph.D.
Deputy Assistant Commissioner Planning and Accountability
(512) 427-6533
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Q: Can the CPC require the student passing the TSIA to qualify for the TSI exemption?
A: Yes.
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Q: One concern community colleges have been facing with the implementation of the House Bill 5 ELA and Math college preparatory classes offered in the high schools is how to recognize the PEIMS codes of those courses and interpret the students who passes the course as college ready. Will each high school choose the same PEIMS codes? Our college services approximately 34 different high schools. What is your advice on the best way for us to handle this situation?
A: PEIMS Codes are provided by TEA. The MOU between the school district(s) and partnering institution of higher education must define “successful completion.”
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Q: Do you know of any colleges setting up TSIA labs in high school to help student become TSIA exempt before graduation?
A: Yes, the CPC courses are designed to provide an opportunity for a student to earn a TSI exemption prior to HS graduation.
◦ Valid for one year after HS graduation
◦ Valid at the partnering institution only
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Q: Will high school students have an opportunity to take a test-prep mini session to prepare them before taking the TSIA?
A: Starting fall 2014, all public school districts must have available a College Preparatory Course in mathematics and ELA for students not meeting the college readiness standard by the end of their junior year. Enrollment is optional but recommended. Successful completion, as defined by the school district and partnering IHE, qualifies the student for a TSI exemption.
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Pathways to Progress Conference
◦ September 21-23, Fairmont Hotel Dallas
◦ 50 Institutional Teams of 5-7 participants
◦ 3 strands: Texas Completes, NMP, TSI
CASP Conference
◦ September 23-26, Grant Hyatt San Antonio
Final IRW Workshop, Anatole Hilton Hotel Dallas
◦ October 17, 2014, 8-3 p.m.
Regional Professional Development Program
(details forthcoming)
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THECB CONTACTS:
Suzanne Morales-Vale
Director, Developmental and Adult Education
[email protected] (512) 427-6262
Terri Daniels
Assistant Director, Developmental Education
[email protected] (512) 427-6267
Alan Bugbee
Sr. Project Manager, TSI Assessment
[email protected] (512) 427-6244
Linda Munoz
Director, Adult Education
[email protected] (512) 427-6525
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