USING COMPRESSION IN ACCELERATION

FASTSTART@CCD: A HOLISTIC APPROACH

Lisa Silverstein, Coordinator, FastStart@CCD

FastStart Structure

Students complete two to four semesters of developmental courses in one semester in either math or an English/reading

combinationMath: arithmetic and pre-algebra; pre-algebra and beginning algebra; beginning algebra and intermediate

algebra

English/reading: intermediate and highest level of developmental reading/English (four courses)

Intermediate and highest level of developmental reading combined with highest level of developmental English (three courses)

English and Reading pairings with transfer level courses. Team taught (two courses)

Addressing Challenges Through a Holistic Approach

STRUCTURE DRIVES RESULTS!

• Acceleration PROMOTES INTERACTIVE TEACHING

• Acceleration PROMOTES STUDENT ENGAGEMENT

• Acceleration DECREASES THE LOSS POINTS IN THE DEVELOPMENTAL SEQUENCE

12/6/10

Scaling Up- Spring 2011

250 Students in Fall 2010

- 13 sections including 3 team taught learning communities

459 Students in Spring 2011

- 26 sections including an ESL course and 10 team taught learning communities

Scaling Up Programmatic ChallengesStudents and Case Management

- Transitioning and placement

Faculty

- Observations and coaching

Institution

- Small, quiet program becomes one with a voice on campus.

- Culture shifts

A key component:Empowered Faculty through Creative Professional Development

12/6/10

Recruiting/Marketing Academic Advising

1:1 Case Management

Student Ambassadors

College Process Assistance

Financial AidAssistance

Career Research Planning

Motivation and Retention

Persistence Support

Case Management

Who are FastStart Students?

• 399 students testing into multiple levels of remediation and enrolling in a compressed remedial sequence in the time span between spring 2006- spring 2008

• 72% minority

• 62% female

• 52% Pell eligible**self- reported, optional information on CCD application

Comparison of FastStart Mathematics Students at 24 Months with All CCD Mathematics Students at 48 Months

Course Completion of remedial sequence

Completion of college level math

Math 030 32% 6%

FS Math 030/060 40% 11%

Math 060 43% 9%

FS Math 060/090 73% 22%

Math 090 48% 11%

FS Math 090/106 85% 46%

Mathematics Success at 36 months

Success in College Math at 36 Months is defined as completion of a certificate or degree, transfer to a 4-year institution or persistence.

Outcomes at 36 months

Where We Are at 36 Monthsin English

88.3%

48.3%

English 3 combines 3 courses in English and reading. English 4 combines 4 courses.

References

Bragg, D.D., Baker, E.D., and Puryear, M., December 2010 Follow-up of Community College of Denver’s FastStart Program, Champaign: University of Illinois, Office of Community College Research and Leadership

Corash, K., Baker, E.D., Calculating the Productivity of Innovation, January, 2009, retrieved from cccs.edu/Research/costeffect.html

Contact Information

Lisa Silverstein

Coordinator, FastStart@CCD

lisa.silverstein@ccd.edu

Elaine DeLott Baker

Senior Counsel to the Vice President of Community Outreach

Community College of Denver

elaine.baker@ccd.edu

Debra Bragg

Professor and Director, Office of Community College Research and Leadership

University of Illinois, Champaign

dbragg@occrl.edu