Developmental Students in Non-Developmental Classes · FA96 FA97 FA98 FA99 FA00 FA01 FA02 FA03 FA04 FA05 FA06 FA07 FA08 Series1 92% 91% 93% 92% 89% 90% 90% 90% 88% 86% 83% 83% 73%

Developmental Students in Non-Developmental Classes

A Multi-Disciplinary ReviewA Presentation for the Spring 2009 Professional Development Day

Ms. Shana Mason, Ms. Krista Kozel & ,Mr. David Burleson

Mission ShiftMission Shift• DACC is much like many community colleges

throughout the nation• Since its beginning in 1973g g

– Open enrollment– Booming enrollmentBooming enrollment– Many under-prepared students– A shift from vocational to academic programsA shift from vocational to academic programs

Mission ShiftPercent of Fall New Students Enrolled in Either Developmental Math

or Developmental English at DACC

Mission Shift

Fi t hift i80%

100%Mean=87%• First shift was in

1988 and the i i f

20%

40%

60%provision of remedial courses t d d

9 of 10 new students enrolledin Developmental Education

FA96 FA97 FA98 FA99 FA00 FA01 FA02 FA03 FA04 FA05 FA06 FA07 FA08Series1 92% 91% 93% 92% 89% 90% 90% 90% 88% 86% 83% 83% 73%

0%

20%to under-prepared students

• Remedial population higher than state average

Mission ShiftMission Shift• Second shift was in 1999 & start of General

Education courses (non-DE academic)– 1996 – 2 of 3 students were in Technical Studies– 2007 – 1 of 2 are in General Education

1996 2007

AcademicDevelopmental

AcademicDevelopmental651 Associate Degrees

Highest percentage (1 in 3) in Developmental

TechnicalDevelopmentalTechnical

651 Associate Degreesawarded in 2007-2008

( )General Studies

A Measure of Success?A Measure of Success?• Recruiting, retention and intervention have all

t ib t d t h l thcontributed to phenomenal growth

More first-term

Larger classsize

More first termFreshmen in reading and

writing-intensive l

Larger number ofclasses

gunder-prepared

students inwriting and

reading intensivereading-intensive classes

Challenges of SuccessChallenges of Success• Most General Education classes are filled by

Developmental Education studentsDevelopmental Education students• Half require

remedial100%

Percent of Fall New Students Enrolled in Developmental English at DACC

remedial English and Reading 60%

80%

Mean=49%Reading• Impacts non-

DE courses40%

60%

DE courses performance


0%

20%

Challenges of SuccessChallenges of Success• Developmental Math students more studied

d t dand supported– ATD/Lumina– PRIMOS

• Developmental English/Reading students g greceive less focus

• Developmental English/Reading students inDevelopmental English/Reading students in non-developmental classes receive even less institutional focusless institutional focus

Challenges of SuccessChallenges of Success• Lower success rates of under-prepared p p

students significant in most Gen Ed courses• Focus on Communication, Government,Focus on Communication, Government,

History, Sociology & Psychology disciplines– Largest General Education disciplines (outside ofLargest General Education disciplines (outside of

Math and English)– COMM, PSY & SOC part of all DACC AssociateCOMM, PSY & SOC part of all DACC Associate

Degree plans and several Certificate Programs

Sections Offered

2000-01 16 Sections

2008-0968 Sections

2000-01 5 Sections

2008-0919 Sections

2000-01 3 Sections

2008-0941 Sections

2000-01 16 Sections

2008-0939 Sections

2000-01 16 Sections

2008-0935 Sections

Enrollment in Communications

1000

1100

1200

Enrollment in Communications

700

800

900

500

600

700

Seat

coun

t

200

300

400

2000-2001 2001-2002 2002-2003 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008COMM253 50 51 77 137 143 216 344 322

0

100

COMM265 304 523 708 748 891 1,030 1,047 1,074

Enrollment in Government

1000

1100

1200

Enrollment in Government

700

800

900

t

500

600

700

Seat

coun

t

200

300

400

2000-2001 2001-2002 2002-2003 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008GOVT110 34 38 27 67 60 77 85 90

0

100

GOVT100 51 90 95 143 150 208 249 295

Enrollment in History

1000

1100

1200

Enrollment in History

700

800

900

unt

400

500

600

Seat

co

0

100

200

300

2000-2001 2001-2002 2002-2003 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008HIST101 44 39 54 124 191 271 193 147HIST102 21 48 34 131 147 116 183 122HIST201 57 107 74 76 196 228 314 251

0

HIST202 94 74 172 199 160 142 105 186

Enrollment in Psychology and Sociology

1000

1100

1200

Enrollment in Psychology and Sociology

700

800

900

t

500

600

700

Seat

cou

nt

200

300

400

2000-2001 2001-2002 2002-2003 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008PSY201 363 440 567 682 772 708 803 817

0

100

SOC101 341 424 535 638 723 780 702 508

90%

100%

Pass-rates for Communication

60%

70%

80%

90%

30%

40%

50%

60%

0%

10%

20%

30%

Passed ENGL111

Didn't Pass ENGL111

Passed CCDE110

Didn't Pass CCDE110

Passed CCDE105

Didn't Pass CCDE105

Didn't Take English First

Didn't Pass 163 98 105 64 52 31 235Passed 846 79 302 21 80 9 485

0%

90%

100%

Pass-rates for Government

60%

70%

80%

90%

30%

40%

50%

60%

0%

10%

20%

30%

Passed ENGL111

Didn't Pass ENGL111

Passed CCDE110

Didn't Pass CCDE110

Passed CCDE105

Didn't Pass CCDE105



0%

90%

100%

Pass-rates for History

60%

70%

80%

90%

40%

50%

60%

10%

20%

30%

Passed ENGL111

Didn't Pass ENGL111

Passed CCDE110

Didn't Pass CCDE110

Passed CCDE105

Didn't Pass CCDE105



0%

90%

100%

Pass-rates for Psychology

60%

70%

80%

90%

30%

40%

50%

60%

0%

10%

20%

30%

Passed ENGL111

Didn't Pass ENGL111

Passed CCDE110

Didn't Pass CCDE110

Passed CCDE105

Didn't Pass CCDE105



0%

90%

100%

Pass-rates for Sociology 101

60%

70%

80%

90%

30%

40%

50%

60%

0%

10%

20%

30%

Passed ENGL111

Didn't Pass ENGL111

Passed CCDE110

Didn't Pass CCDE110

Passed CCDE105

Didn't Pass CCDE105



0%

Up to the Challenge?Up to the Challenge?• How can instructors improve the success of

DE t d t i DE ?DE students in non-DE courses?– Professional development opportunities

• Convocations, Fall and Spring PD training• NADE “Best Practices” seminars

NMHEARIs it enough?

• NMHEAR• BLC• Specialized conferencesSpecialized conferences• Coordination with FT faculty

– Participation in assessment activitiesParticipation in assessment activities

GS & the Writing ComponentGS & the Writing Component• Commitment to incorporate best practices to

b tt f d dbetter ensure success of under-prepared students in our courses

• Use of paired classes – “learning communities”

SP 20091st A&H course

FA 20097 x paired

courses

• HIST 102 & CCDE 110• GOVT 100 & CCDE 110

• SOC 101 & ENGL 111 (2 sections)paired with CCDE 110

coursescovering 6disciplines

( )• COMM 253 & ENGL 111• COMM 265 & ENGL 111• PSY 201 & CCDE 110

GS & the Reading ComponentGS & the Reading Component• Content area reading is a concerng

Average ACT reading scores COMPASS – Fall 2008- 7 of 10 placed intoNational – 21.4New Mexico – 21.0

DACC – 16.9875% scored 19 or lower

- 7 of 10 placed into developmental reading

- No student from that cohortenrolled in any developmental75% scored 19 or lower reading course

Semester Seat count Sections

Fall 2006 200 11

Fall 2007 196 9

Fall 2008 163 8

Fall 20098 Sections

ATD ProposalATD Proposal

• Improve success of Developmental Education (DE) students in non-developmental “gateway” courses through the development and implementation of content area literacy initiatives

ProposalProposal• Train select faculty members in reading

litliteracy• Two-track approach

– Literacy Reading Apprenticeship Program• Communication · Sociologygy• Psychology · Program Coordinator

Kellogg National Center for Developmental– Kellogg National Center for Developmental Education

• 4 faculty members from any discipline4 faculty members from any discipline

ProposalProposal

• Using “train the trainer” concept to conduct workshops on content area literacyworkshops on content area literacy– Local area high school faculty

DACC FT and PT faculty members– DACC FT and PT faculty members

ProposalProposal• Develop Supplemental Instruction courses for p pp

content area courses– Trainees to develop and instruct 1 credit hour p

COLL 101 discipline-specific literacy courses– Advising to recruit candidates for SI courses– Four sections (2 x COMM, 1 x SOC & 1 x PSY) – Intervention Coordinator to oversee

Up to the Challenge?Up to the Challenge?• Given

– That enrollment will remain high– That the Developmental Education population 2008 Lumina Foundation Report…2008 Lumina Foundation Report…

“ t d i tit tiwill remain high– That the college will continue its shift to a 2+2,

G l Ed ti ll

“…postsecondary institutions... failed to provide them with

additional supports beyond theirGeneral Education college…“developmental” course work.”

y“developmental” course work.”

Questions?

Developmental Students in Non-Developmental Classes

A Multi-Disciplinary ReviewA Presentation for the Spring 2009 Professional Development Day

Ms. Shana Mason, Ms. Krista Kozel & ,Mr. David Burleson

Success RatesSuccess Rates

First Time DACC Students Fall 2008First-Time DACC Students – Fall 2008Course Total Students Passed Percentage

COMM 253G 52 29 55 77%COMM 253G 52 29 55.77%COMM 265G 68 50 73.53%PSY 201G 92 68 73.91%PSY 201G 92 68 73.91%SOC 101G 94 47 50.00%

Success RatesSuccess Rates

All Sections Fall 2008All Sections – Fall 2008Course Total Students Passed Percentage

COMM 253G 172 122 70 93%COMM 253G 172 122 70.93%COMM 265G 456 345 75.66%PSY 201G 388 294 75.77%PSY 201G 388 294 75.77%SOC 101G 412 258 62.62%

Students Served

100%

Percent of Fall New Students Enrolled in Developmental Math at DACC

Math Placement80%

100%Mean=78%

Math Placement40%

60%

20%


0%

Students Served

100%

Percent of Fall New Students Enrolled in Developmental English at DACC

Math Placement80%

Math Placement40%

60%Mean=49%

20%

40%


0%

Series1 42% 53% 47% 48% 50% 49% 50% 51% 49% 51% 52% 54% 41%

Percent of Fall New Students Enrolled in Either Developmental Math

Students Served

100%

Percent of Fall New Students Enrolled in Either Developmental Math or Developmental English at DACC

Mean=87%

Math Placement60%80%

Math Placement40%

60%

20%


0%

Overall Credit Enrollment

Mean COMPASS and ACT for First-Mean COMPASS and ACT for FirstTime DACC Students

Fall 2007 COMPASS ACT

Pre-Algebra Algebra Writing Reading ACT English ACT Math ACT Reading ACT Science ACT Composite38.9 30.6 46.9 72.5 15.3 16.5 17.0 17.1 16.5

Fall 2006 COMPASS ACTCOMPASS ACT

Pre-Algebra Algebra Writing Reading ACT English ACT Math ACT Reading ACT Science ACT Composite39.4 31.8 49.9 71.8 15.5 16.2 16.2 16.8 16.6

90%

100%

Pass-rates for COMM265

60%

70%

80%

90%

30%

40%

50%

Passed Didn't Pass Passed Didn't Pass Passed Didn't Pass Didn't Take0%

10%

20%

Passed ENGL111

Didn t Pass ENGL111

Passed CCDE110

Didn t Pass CCDE110

Passed CCDE105

Didn t Pass CCDE105

Didn t Take English First


90%

100%

Pass-rates for GOVT110

60%

70%

80%

90%

30%

40%

50%

60%

0%

10%

20%

30%

Passed ENGL111

Didn't Pass ENGL111

Passed CCDE110

Didn't Pass CCDE110

Passed CCDE105

Didn't Pass CCDE105



90%

100%

Pass-rates for HIST102

60%

70%

80%

90%

30%

40%

50%

60%

0%

10%

20%

30%

Passed ENGL111

Didn't Pass ENGL111

Passed CCDE110

Didn't Pass CCDE110

Passed CCDE105

Didn't Pass CCDE105



Up to the Challenge?Up to the Challenge?• Where do we go from here?

Up to the Challenge?Up to the Challenge?• Should success of DE students in non-DE

courses be a shared institutional/state focus?– Encourage programs and actions to better

Collect better data

ensure success in non-DE courses– Partition DE students from non-DE courses

Do more to supportremedial students

• Should DE students in non-DE courses receive the same focus as other programs p g(e.g., Math, Dual-Credit)?

Up to the Challenge?Up to the Challenge?• Should success be regulated by entry into

courses– Pre- or co-requisites– Admissions, advisory or enrollment restrictions

Bottlenecks?

- Impact on credit-bearing coursework.

- Slow student d tigraduation

90%

100%

Pass-rates for History

60%

70%

80%

90%

30%

40%

50%

60%

0%

10%

20%

30%

Passed ENGL111

Didn't Pass ENGL111

Passed CCDE110

Didn't Pass CCDE110

Passed CCDE105

Didn't Pass CCDE105



0%

Documents

Developmental Students in Non-Developmental Classes · FA96 FA97 FA98 FA99 FA00 FA01 FA02 FA03 FA04 FA05 FA06 FA07 FA08 Series1 92% 91% 93% 92% 89% 90% 90% 90% 88% 86% 83% 83% 73%