Pathways to success at - PowerPoint Presentation

Slide1

Pathways to success at Gavilan College

AccelerateSlide2

Presenters

Scott Sandler, English 250P-260P: Accelerated English (no

prereq

, one level below transfer)

Karen Warren, English 250P-260P, English Supplemental Instruction coordinator

Elena

Dachkova

, Math 235: Integrated Algebra (one level below transfer); Math 411: Integrated Pre-Algebra; Math boot camps

Marla

Dresch

, STEM accelerated mathSlide3

The Leaky Pipeline

Why Accelerate?Slide4

WHAT’S THE PROBLEM?

The

more levels of developmental

courses a

student must go through, the less

likely that

student is to ever complete

college English

or

math.

Bailey, Thomas. (February 2009). Rethinking

Developmental Education.

CCRC Brief

. Community

College Research Center. Teachers College,

Columbia University

.Slide5

NATIONWIDE DATA

256,672 FIRST-TIME DEGREE-SEEKING STUDENTS FROM 57 COLLEGES PARTICIPATING IN ACHIEVING THE DREAM

Students’ initial enrollment in

developmental sequence

% of students who

Successfully

complete college-level

gatekeeper

course 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 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).Slide6

Exponential Attrition:

Illustration

of the multiplication principle

HOW MANY STUDENTS WILL PASS THE COLLEGE-

LEVEL COURSE?

If this was the student’s initial

placement…

And these were the rates at which they passed each class and

persisted to the next class in the sequence…

70%

80%

90%

1 level below transfer

34%

51%

73%

2 levels below

17%

33%

59%

3 levels below

8%

21%

48%

Source:

Exponential Attrition and the Promise of Acceleration In Developmental English and Math

By Katie

Hern

, English Instructor, Chabot College, with contributions from Myra Snell, Professor of Mathematics, Los

Medanos

College,

June

2010Slide7

A Working Definition:

Accelerated

developmental education involves curricular

restructuring

that

reduces sequence length

and

eliminates exit points

.

Ideally

, it also includes a

reconsideration

of curricular content

:

Is

what we are teaching in developmental courses what students truly need to succeed in college English or

math

?Slide8

No prerequisite, One level below Transfer

English 250P-260PSlide9

Spring 2012 : EnglishAccelerated Model Comparison

Accelerated

NonAccelerated

Accelerated

NonAccelerated

Success

Retention

66.7%

57.6%

88.1%

80.3%

Overall, the accelerated course students were retained and succeeded at substantially higher levels. These differences are surprising since this course moved at faster pace and included students who were eligible to take a 400 level course. These findings, however, are preliminary since this was the first term the accelerated model was offered.

Source:

Accelerated English 11/12,

Gavilan

College Institutional ResearchSlide10

Integrated Courses, Boot Camps, STEM

Acceleration In MathSlide11

From 3CSN’s California Acceleration Project

Acceleration ModelsSlide12

AVOIDANCE MODELS

Programs

and policies that provide alternative

pathways and/or help students skip levels, such as

Bridge

and/or review programs that enable students to

move into a higher level of

coursework:

Chaffey

College’s

3-week review course for

arithmetic students

– see “Spotlight” feature at

http://3csn.org/developmental-

sequences

Contextualized

reading/writing/math/ESL embedded in

Career-Technical

programs. See Career

Ladders Project

http://

www.careerladdersproject.orgSlide13

COMPRESSION MODELS

Combining

levels of a sequence into an intensive

format within the same semester, either keeping the

total # of units the same or reducing the # of units

(e.g.: Elem. &

Intermed

. Algebra

)

:

Gavilan’s

JumpStart classes: integrated reading and writing or integrated algebra

Chaffey College’s Fast-Track to Success, compressed courses in multiple disciplinesSlide14

MAINSTREAMING MODELS

Placing

developmental students into a transfer-level

course with

some kind of additional support built in, such

as supplemental

instruction, additional lab hours, or

student tutors

embedded in

class:

Most well-known example: The Accelerated Learning

Project at the Community College of Baltimore County

http://faculty.ccbcmd.edu/~padams/ALP/

indexa.htmlSlide15

Modular Redesign

Replacing

the traditional course sequence with

individualized learning modules; more fine-grained

diagnostic tests assess students’ incoming levels of

skill/understanding and instruction focuses on these

areas, often aided by computer

software:

e.g.: self-paced instruction with ALEKs softwareSlide16

STRETCH-AND-SKIP MODELS

Teaching

a lower course to the outcomes of

higher

course, then providing an easy

skip mechanism

to advance high-achieving

students past

level(s) of the

sequence,

eg

.1-level below college English taught as college English

, with

credit by examination providing course credit

to students

who successfully stretched (Berkeley

City College)

Developmental

English courses 2-3 levels below

transfer taught

like 1-level below, with successful

students advanced

through pre-requisite challenge

processSlide17

SEQUENCE REDESIGN

Restructuring

curricula to engage developmental students

more

complex reading, writing, and thinking tasks sooner

a prioritize

the most essential skills and knowledge needed

college courses:

 Eliminating levels in sequence and enabling students with lower

score to

enroll in more advanced courses

 One-semester, open-access pre-statistics courses

 One-semester, open-access reading and writing c

oursesSlide18

Acceleration Task Force?

Where Do We go From Here?Slide19

Resources

California Acceleration Project

http

://3csn.org/developmental-sequences

/

2012 Strengthening Student Success Conference, see Rethinking the Developmental Sequence and Creating Pathways for students

http://www.rpgroup.org/events/2012-student-success-

conference

Chaffey College’s Fast-Track to Success, with compressed courses in multiple disciplines

http://www.chaffey.edu/fasttrack/index.shtml