Orange County Regional Meeting on Accelerated Curricula and Pedagogy

8/3/2019 Orange County Regional Meeting on Accelerated Curricula and Pedagogy

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Orange County Regional Meeting onAccelerated Curricula and Pedagogy

February 10, 2012

Katie Hern, Chabot College English Dept.

[email protected]

Myra Snell, Los Medanos College Math Dept.

[email protected]


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The more levels of developmental coursesa student must go through, the less likelythat student is to ever complete college

English or Math.

Bailey, Thomas. (February 2009). Rethinking

Developmental Education. CCRC Brief. Community

College Research Center. Teachers College, ColumbiaUniversity.


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NATIONWIDE DATA

256,672 First-time degree-seeking studentsfrom 57 colleges participating in Achieving the Dream

Students first enrollment in

developmental sequence

% of students who

successfully

complete college-

level gatekeepercourse in subject

Reading

1 Level Below College 42%

2 Levels Below College 29%3 Levels or More Below College 24%

Referral, Enrollment, and Completion in Developmental Education Sequences in CommunityColleges (CCRC Working Paper No. 15). By: Thomas Bailey, Dong Wook Jeong & Sung-Woo

Cho. December 2008. New York: Community College Research Center, Teachers College,Columbia University. (Revised November 2009).


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NATIONWIDE DATA

256,672 First-time degree-seeking studentsfrom 57 colleges participating in Achieving the Dream

Students first enrollment in

developmental sequence

% of students who

successfully

complete college-

level gatekeepercourse in subject

Math

1 Level Below College 27%

2 Levels Below College 20%

3 Levels or More Below College 10%

Referral, Enrollment, and Completion in Developmental Education Sequences in

Community Colleges (CCRC Working Paper No. 15). By: Thomas Bailey, Dong Wook

Jeong & Sung-Woo Cho. December 2008. New York: Community College Research Center,Teachers College, Columbia University. (Revised November 2009).


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AND FURTHER LOWLIGHTS

FROM ACROSS CALIFORNIA Black students are more likely to be placed in the lowest

level of remedial English than other ethnic groups.

Black students are much less likely to be placed in thehighest remedial English course than White students(40% of Black students vs. 64% of White students).

Both Black and Latino students are much more likely tobe placed into the lowest level of remedial Math thanWhite or Asian students.

Perry, M.; Bahr, P.R.; Rosin, M.; & Woodward, K.M. (2010). Course-taking patterns,

policies, and practices in developmental education in the California Community Colleges.

Mountain View, CA: EdSource.


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WHY HIGH ATTRITION RATES

ARE A STRUCTURAL PROBLEM

For students placing two levels below a college course in

English/Math, there are 5 exit points where they fall away:

Do they pass the first course? If they pass, do they enroll in the next course? If they enroll, do they pass the second course? If they pass, do they enroll in the college-level course? If they enroll, do they pass the college-level course?Students placing three levels down have 7 exit points.


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WHY HIGH ATTRITION RATES

ARE A STRUCTURAL PROBLEMChabot College pipeline data for students beginning two

levels down from college composition and tracked for

three years:

Do they pass the first course? 66% If they pass, do they enroll in the next course? 93% If they enroll, do they pass the second course? 75% If they pass, do they enroll in the college-level course? 91% If they enroll, do they pass the college-level course? 78%

(0.66)(0.93)(0.75)(0.91)(0.78)= 33%

Fall 2006 Cohort. Students tracked from their first developmental English enrollment and

followed for all subsequent English enrollments for 3 years. Pass rates includes students

passing on first or repeated attempts within timeframe. Basic Skills Cohort Tracker, DataMart.


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How would increasing first-course successimpact overall completion rate?

(0.66)(0.93)(0.75)(0.91)(0.78)= 33%

Try it out

What if we got the first course to 75% success?

85% success?

90% success?

(Keep the other numbers the same)


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THE INEVITABILITY OF ATTRITION

IN SEQUENCES

Hern, K. & Snell, M. (June/July 2010). Exponential Attrition and the Promise of

Acceleration in Developmental English and Math.Perspectives. Berkeley, CA: RP Group.


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BOTTOM LINE

We will never significantly

increase completion rates ofcollege English and Math unless

we reduce the length of our

developmental sequences and

eliminate the many exit points

where students fall away.


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Chabot College

English 102:

Reading, Reasoning, and Writing (Accelerated)

A one-semester 4-unit developmental English courseleading directly to English 1A

An alternative to two-semester, 8-unit sequence No minimum placement score, students self-place in either the

accelerated or two-semester path

Developed with backwards design from college English:Students engage in the same kinds of reading, thinking, andwriting of college English, with more scaffolding and support

College has expanded accelerated offerings in last decade: inFall 11, course constituted 75% of entry-level sections


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Completion of English 1A in 3 years


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What about students with very low scores?

College X weights the reading and sentence scores equally: (R+S)/2

Success rates in 1st developmental course at Chabot

Both scores below 50 = bottom 7% of Chabot students

N = 205 non-accelerated, 126 accelerated. Spring 06-Fall 09.


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PLACEMENT DATAWhere would Chabot accelerated students have placed at anothercollege? And how did they do in the accelerated class?

College X weights the Accuplacer reading and sentence scores equally:

(R+S)/2


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PLACEMENT DATA

Knowing a students placement score does

not meaningfully enhance our ability topredict whether that student will pass or

not. Placement scores explain only about3% of the variation in students pass rates."

Cabrillo College Institutional Researcher Craig Hayward, afteranalyzing eight semesters of data from Chabots accelerated course

and the English course two-levels down (n= almost 5,000 students).


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ONE NEW MODEL OF

ACCELERATED DEVELOPMENTAL MATH:

Path2Stats, Los Medanos College

A 6-unit developmental Math course with no prerequisite:

Intended for non-STEM students

Bypasses standard 4-course sequence leading to Pre-Calculus Developed through backwards design from college Statistics:

Includes those elements of algebra and arithmetic relevant toStatistics (plus a few others)

Just-in-time remediation of relevant algebra and arithmeticas students engage in statistical analysis

Successful students eligible to take college Statistics Offered since 2009


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oMisalignment of Developmental Mathwith Statistics


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Student placement

in math sequence

Path2Stats

% of students from pre-

stat course successfullycompleting Statistics

(in 1 year)

Traditional Path

% of students who

successfully completecollege-level math

course (in 3 years)

Transfer-level100% (3 of 3)

Intermediate Algebra 82% (18 of 22) 33% (215 of 651)

Elementary Algebra 78% (25 of 32) 17% (102 of 598)

Pre-algebra or Arithmetic 38% (21 of 55) 9% (45 of 507)

Unknown placement 57% (4 of 7)Overall Completion Rate: 60% (71/119) 21% (362/1756)


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CALIFORNIA ACCELERATION PROJECTSupporting Californias 112 Community Colleges

To Redesign Developmental English and Math Curricula

And Increase Student Completion

An initiative of the California Community Colleges SuccessNetwork (3CSN), with support from the Walter S. Johnson

Foundation, LearningWorks, and Scaling Innovation, a project of

the Community College Research Center funded by the

William and Flora Hewlett Foundation

cap.3csn.org/

For more information, contact Katie Hern, [email protected]


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CALIFORNIA ACCELERATION PROJECT

Highlights From 2010-11 More than 80 California community colleges

participated in the projects broad outreach(8 regional workshops, 2 summer institutes)

Faculty from 17 early-initiator colleges are part of the2011 Community of Practice

Three in-person curriculum and pedagogy workshops

Ongoing coaching from Katie Hern & Myra Snell

Approximately 100 accelerated English and pre-Statistics

sections offered at these colleges in 2011-12

An additional 14 faculty teams participated in 3CSNsBasic Skills Leadership Institute 2011

Focused on implementing accelerated courses by 2012-13


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Shared Principles for Acceleration Increasing completion of college-level English and

Math requires shorter developmental pathways andbroader access to college-level courses.

We must reduce our reliance on high-stakesplacement tests.

Streamlined developmental curricula should reflectthree key principles: Backwards design Just-in-time remediation Intentional support for affective issues


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Pre-statistics courses that replace the traditional algebrasequence

Mainstreaming students into college-level courses Integrated reading and writing courses that replace

multiple separate levels of reading and writing

Mechanisms for bypassing remedial levels Compression models that combine existing course levels Contextualized instruction in career-technical programs


Flexible Models with Shared Principles of Acceleration


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CALIFORNIA ACCELERATION PROJECTEligibility for the 2012-2013 Community of Practice

Offer at least 2 accelerated sections in 2012-13 Reduce the length of developmental sequence Eliminate exit points Use backwards design to develop accelerated curricula

engaging students in the same content, skills, and habits ofmind required in the college-level course

Use just-in-time remediation instead of frontloadingdiscrete sub-skills

In Math, offer a pre-Statistics alternative to the traditionalAlgebra sequence for students in non-STEM paths

Documents

Orange County Regional Meeting on Accelerated Curricula and Pedagogy