Valencia’s Start Right: Closing the Achievement Gaps in Developmental Education

Valencia’s Start Right: Closing the Achievement Gaps in Developmental

Education

Overview of Presentation

Start Right and Vanguard College

Valencia’s Strategic Planning

Initial Data analysis 2000-2005

3 Gaps Identified in Success Rates

Targeted Courses, Implementation Timeline & Participation #s

Closing the Gaps

Entering Student Success Institute

Mandatory!!!!

New Student Orientation *

ATLAS*

Deadlines are real* (flex start classes)

Start Right

LifeMap

Start RightNo Adding classes after first class has met.

Prep Sequence

Reading

Student Success Course (if 3-prep student added Fall 2006)

Mathematics

English (Writing)

LifeMap

YOUR plan foryour semester……

your degree …..your life!

Life’s a Trip...You’ll need directions!

FOCUS!!!! HOW???


Achieving the Dream Opportunity

Identify challenges

Include students historically underserved

Choose “fix” strategies & bring to scale

Study implementation results

Apply lessons toward further improvement

Continue the cycle…


Achieving the Dream Leverage

External commitment

Goals & time lines

Progress reports

Coaching guidance/encouragement

Connection to community of learners

Focus & discipline


What did we discover?Valencia’s performance gaps:

Between college-ready & underprepared

Between math & other disciplines

Across racial and ethnic groups

Gap 1: Progression and Completion rates are lower for under prepared students (Fall 2000)

Fall 2000FTIC Students

n = 3741

n = 966n = 2775

Progression Rates by Ethnicity FTIC Under Prepared Students - Fall 2000

60%65%

24%

51% 54%

16%

47% 49%

13%

36%42%

8%

CompletePrep in

2 Yrs

Complete15 CL hrsin 3 Yrs

CompleteDegree in

4 Yrs

0%

20%

40%

60%

80%

Asian/Pac/Isldr Caucasian Hispanic Afr/Amer

(Cohort Rate = 48%)

(Cohort Rate = 51%)

(Cohort Rate = 15%)

Gap 2: Hispanics and African Americans fall below other groups; Asians lead

Courses with 10 Lowest Success Rates All Students - Fall 2004

39.4%

42.3%

43.1%

52.4%

54.7%

55.8%

56.0%

56.4%

56.8%

57.8%

Prep Math Intens

Beginning Algebra

Pre-Algebra

Pre-Calc Algebra

Intro to Programming

Calc (Bus & Soc Sci)

Interm Algebra

Principles of Accntg

Principles of Econ

College Trig

0.0% 20.0% 40.0% 60.0%

MAT0020 (203)MAT0024 (2,641)

MAC2233 (428)

MAT0012 (1,855)

MAT1033 (2,373)

ECO2023 (863)

MAC1140 (437)

ACG2021 (970)

MAC1114 (510)

( Enrollment) Success Rate

(Courses = 10,503 enrollments or 12% of Fall enrollment))

COP1006 (223)

(Success = Grade of A, B, or C)

Gap 3: Math courses dominate the list of 10 courses with lowest success rates

Gap 3: Math has high enrollment and low success rates

Targeted Courses

Developmental

Pre-Algebra

Beginning Algebra

Intermediate Algebra

Gateway

College Algebra

Freshman Comp I

U.S. Government




Innovation Management System

1000’s ofopportunties

tried.Maintain a

Research andDevelopmentComponent.

Climate of Innovation Level I

Level II

Level III

“Eye for Evidence”:

More rigorousat each level.

Standard of evidence increases at each level.

100 areselected

for supportas Phase I

Innovations.

“Angel Capital Stage”

Prototype

10 supported

as Phase IIInnovations.

“Venture Capital Stage” Pilot

Implementation (Limited Scale)

1 or 2are brought upto scale and

Institutionalized.

Level II Innovationsmust be scalableand must show

potential to bringsystemic change

and “business-changingresults.”

Valencia’s challengeis in moving from

Level II to Level III.

What approaches did we choose?

Strategies that are effective, ripe, scalable:

Supplemental LearningLearning in Community (LinC)Student Life Skills course

All help build “connection and direction.”


Strategy Implementation Timeline

Phase IPhase I

Supplemental Learning

Phase IIPhase II

Linked SLS Course (LinC)

Phase IIIPhase III

Linked Interdisciplinary Courses (LinC)

ENC1101, POS2041,MAC1105 w/ Other Courses

SLSSLS LinCLinC w/ MAT 0012, 0024, 1033 & w/ ENC 1101, POS 2041, MAC1105 as option

Phase IVPhase IV

Required SLS Enrollment 33 Prep Course Mandates

MAT 0012, 0024, 1033

ENC 1101, POS 2041, MAC 1105

2005-06 2006-07 2007-08 2008-09 2009-10

Student Success Expansion

Learning Communities Math and SLS and

Interdisciplinary Courses

Supplemental Learning

Community Focus Groups

SAS Implementation for AtD

AtD Consultant Team

West Campus Team

Coordinating Team/Leadership Team

Valencia AtD Coordinating Teams

Data Team College Learning Council (Core Team)

Coordinating Teams (Campus Based and College-wide)

Consultants

Focus Group Faciliatators

East Campus Team

Osceola Campus Team

Winter Park Campus Team

Supplemental Learning (SL)Course SuccessIn each comparison, Fall, Spring and Summer:

Success (A, B, or C) was higher for SL sections

Unsuccess (D, F, or WF) and Withdrawal (W, or WP) were lower for SL sections

Fall Success rates were significantly different for SL sections (*p<.10) for all ethnicities (N = 65 Instructors, N = 5157 students)

African American students

All courses: 10.36% higher (p=0.029) Developmental: 8.53% higher (*p=0.167) Gateway: 15.65% higher (p=0.019)

Hispanic students

All courses: 7.07% higher (p=0.007) Developmental: 7.59% higher (p=0.025) Gateway: 6.65% higher (p=0.099)

*With one exception.

Learning in Community (LinC) Research Report

Students who enrolled in LinC courses successfully completed the courses at higher rates than students in the same courses that were not LinC’d (10.4%)

This effect was even greater for Hispanic (11.9%) and African-American (11.6%) students

The greatest effect was in math courses, particularly developmental courses

Student Success Course Mandate Research Summary

Fall to Spring persistence increased, particularly for Hispanic and African American students

Fall to Fall persistence did not increase, except for Hispanic students

Course success rates increased for Hispanic and African American students

College-wide, Longitudinal Data!

1. Progression Through College at Benchmarks for Fall FTIC

2&3. Enroll In and Successfully Complete (C or better) Targeted Courses

4. Persistence From One Term to the Next

5. Earn a Certificate or Degree

5. Graduation Rates by Ethnicity (College-Ready)


5. Graduation Rates by Ethnicity (Not College-Ready)

Julie Phelps, Professor of Mathematics & Project Director of Achieving the Dream (2005 – 2009)

Phone – 407-582-2527

Email – [email protected]

ATD web site: http://www.valenciacc.edu/dream/

Documents

Valencia’s Start Right: Closing the Achievement Gaps in Developmental Education