BASIC SKILLS WORKSHOP, FEBRUARY 16, 2016

Wendy SmithProfessor of English

Curriculum Development SpecialistSan Diego Mesa College

Corequisite Remediation at San Diego Mesa College

THE CALIFORNIA ACCELERATION PROJECT

CAP supports colleges to increase student completion of transfer-level English and math through evidence-based practices that reduce or eliminate students’ time in remediation.

High-Leverage Practices: Transforming placement policies to broaden access to transfer-level

courses and enable all students to begin higher in the sequence Contextualizing math remediation to students’ program of study -- algebra

for math-intensive pathways, statistics & quantitative reasoning for others Redesigning curricula to accelerate students through remediation,

including co-requisite models at the transfer-level and single-semester remedial courses aligned with the transfer-level courses in students’ program of study

http://cap.3csn.org

RFA OBJECTIVE #2

Increase the placement of students directly in gateway English and mathematics courses that are transferable to the University of California or the California State University and career pathways, with remedial instruction integrated as appropriate for underprepared students.

APPLICATION INSTRUCTIONS a) Description of the problem that this proposed program will be addressing and the evidence based basic skills principles and practices that will be used.

A PROBLEMATIC PATHWAY DESIGN

“Curricular Redesign and Gatekeeper Completion: A Multi-College Evaluation of the California Acceleration Project” (Data from Basic Skills Cohort Tracker)

PROBLEMS: TO SUM UP Inequity in assessment Inequity in placement Obstacles for historically underserved

students The impact of the basic skills pathway Solutions

Change assessment and placement practices Offer high-impact accelerated courses Offer co-requisite courses

APPLICATION INSTRUCTIONSb) Description of the college and district, including demographics, regional characteristics, enrollment data, and experience working with Basic Skills students in the implementation of the Basic Skills Initiative over the last five years.

SAN DIEGO MESA: GENERAL PROFILE

SAN DIEGO MESA : REMEDIAL PROFILE

APPLICATION INSTRUCTIONS: CEvaluation of the college’s efforts; resources, and support in addressing the needs of basic skills students using Basic Skills Initiative and other programs funds where applicable for the proposed instructional programs.

ENGLISH 31 + ENGLISH 101 = 101X

PERCENTAGE OF STUDENTS WHO MAKE IT THROUGH THE PATHWAY

70% 66%x x x =

Enrolled in

English 43

Completed

English 43

Enrolled in

English 49

Completed

English 49

Enrolled in

English 101/105

Completed

English 101/105 21%

81% 71% x 78%

1,248Students

260Students

Source: CCCCO Basic Skills Cohort Tracker, Fall 2010 –Fall 2012 cohorts; students tracked for 3 primary terms after their initial course enrollment

Within 4terms

Complete

Enrolled in

English 47A

Completed

English 47A

Enrolled in

English 101/105

Completed

English 101/105

PERCENTAGE OF STUDENTS WHO MAKE IT THROUGH THE PATHWAY

70% 79%x x =

41%75%

335STUDENTS

139STUDENTS

Source: CCCCO Basic Skills Cohort Tracker, Fall 2010 –Fall 2012 cohorts; students tracked for 3 primary terms after their initial course enrollment

SAMPLE FOCUS GROUP RESPONSES:

WHY A CO-REQUISITE MODEL? “With co-requisite remediation…students can

enroll directly into college-level courses and receive academic support alongside their regular classes.” (Bethke).

They have been producing dramatic gains in completion of college-level courses (adopted system-wide in Tennessee, Colorado, Indiana, Virginia). (CAP)

Equity gaps for African-American and Hispanic students narrowed or disappeared completely. (CAP)

101X AND EQUITY

EQUITY IMPLICATIONS FOR OUR CURRENT ONE-BELOW ACCELERATED COURSE Completion rates are greater for accelerated

students than comparison groups across all ethnicities.

Since we know that Latino and African-American students are generally more likely to enroll in accelerated English than other students, we know we’re doing a good job of getting them into the accelerated pipeline.

Assuming our course mirrors statewide trends, we are improving overall transfer English completion rates for these groups

Source: Bri Hays, San Diego Mesa College Campus-Based Researcher

IN ONE SENTENCE:

If you think you can catch the bus, you will run for it.”

Lee Peng Yee, Mathematician from the Singapore Institute of Education

From Hetts, John “Let Icarus Fly,” 2015

END