The Community College of Baltimore County Student Comments Im not sure Im really college material Im really a bad writer but my English teacher thinks Im a good writer ID: 637123
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Slide1
The Accelerated Learning Program
The
Community College
of Baltimore CountySlide2
Student Comments
.
“I’m not sure I’m really college material.”Slide3
.
“ I’m really a bad writer
, but my English
teacher thinks I’m a good writer, so this semester Iwrote really good papers, so she wouldn’t find out what a bad writer I am.”
Student CommentsSlide4
What is a Co-Requisite Model?
Co-Requisite Models
Developmental programs in which the developmental course is a co-requisite, not a pre-requisite, to the credit-level course.Slide5
Compressed
Co-Requisite Models
Co-Requisite Models
Writing
Center
NCBO
MyCompLab
3 hoursSlide6
ENG
101
ENG 052
ALP
Developmental student are in ENG 101
Cohort effect
Attitude toward the developmental course changes
Allows exposures to stronger role models
T
ime for non-cog issues
T
ime for reading
Time for individual attentionSlide7
How does an ALP developmental class
differ from a traditional one?
Goal of an ALP developmental course:
.
for
students
to pass
the developmental course and be ready for first-year composition.
for
students
to pass first-year composition course.
Goal of a traditional developmental course:Slide8
traditional
stand-alone
developmental writing
high school
or
middle school
ALP
ENG 101Slide9
passed
ENG 052
3604
65%
did
not
pass
ENG 052
1941
35%
took
ENG 052
Fa07-
Fa10
5545
100%
took
ENG
101
2661
48%
took no
more writing
courses
943
17%
passed
ENG 052
485
82%
didn’t
pass
ENG
052
107
18%
took
ENG 052
Fa07-
Fa10
592
100%
took
ENG
101
592
100%
took no
more writing
courses
0
0%
traditional
developmental
students:
f
all 2007 –
f
all 2010
ALP students:
fall 2007 –
fall 2010
data from Cho, Kopko, & Jenkins, 2012 (CCRC)Slide10
passed
ENG 052
3604
65%
did
not
pass
ENG 052
1941
35%
took
ENG 052
Fa07-
Fa10
5545
100%
took
ENG
101
2661
48%
took no
more writing
courses
943
17%
passed
ENG 052
485
82%
didn’t
pass
ENG
052
107
18%
took
ENG 052
Fa07-
Fa10
592
100%
took
ENG
101
592
100%
took no
more writing
courses
0
0%
traditional
developmental
students:
f
all 2007 –
f
all 2010
ALP students:
fall 2007 –
fall 2010
data from Cho,
Kopko
, & Jenkins, 2012 (CCRC)
passed
ENG
101
Fa07-
Fa10
1829
33%
didn’t pass
ENG
101
Fa07-
Fa10
832
15%
passed
ENG
101
Fa07-
Fa10
438
74
%
didn’t pass
ENG
101
Fa07-
Fa10
154
26
%Slide11
passed
ENG
102
55410%
F, I, or W
in
ENG102
167
3
%
passed
ENG 052
3604
65%
did
not
pass
ENG 052
1941
35%
took
ENG 052
Fa07-
Fa10
5545
100%
took
ENG
101
2661
48%
took no
more writing
courses
943
17%
passed
ENG 052
485
82%
didn’t
pass
ENG
052
107
18%
took
ENG 052
Fa07-
Fa10
592
100%
took
ENG
101
592
100%
took no
more writing
courses
0
0%
passed
ENG
101
1829
33%
didn’t
pass
ENG
101
832
15%
passed
ENG
101
438
74%
didn’t
pass
ENG
101
154
26%
passed
ENG
102
195
33%
haven’t
passed ENG102
101
17%
traditional
developmental
students:
f
all 2007 –
f
all 2010
ALP students:
fall 2007 –
fall 2010
data from Cho, Kopko, & Jenkins, 2012 (CCRC)Slide12
10%
2
0%
Percent Earning 12 or More Credits within 1 Year
30
%
Fall
2010
Fall
2011
Fall
2012
Fall
2013
Fall
2009
4
0
%
39%
N=149
34%
N=288
33%
N=550
3
8%
N=587
35%
N=669
20
%
N=1406
14
%
N=1328
15
%
N=1042
16
%
N=884
13
%
N=687
traditional
dev
writing
ALP Slide13
5
0
%
Success Rates for 7 Participating Colleges
7
5
%
2
5
%
comparison cohort
ALP cohort
76
%
37
%
8
6
%
33
%
73
%
3
8%
68
%
48
%
94
%
3
9
%
51
%
35
%
82
%
47
%
A
5-10000
suburbs
M
idwest
B
10-20000
suburbs
M
idwest
C
20000+
urban
Southwest
D
<5000
small town
M
idwest
E
<5000
suburbs
Southeast
F
<5000
rural
Southeast
G
5-10000
small town
Mid-AtlanticSlide14
257 schoolsSlide15
2
00
100
0
120
0
1400
8
0
0
6
0
0
4
0
0
Number Taking ALP or Traditional
E
ach Fall
Fall
2008
Fall
2011
Fall
2012
Fall
2013
Fall
2007
traditional
dev
writing
ALP
Fall
2014
Fall
2009
Fall
2010
34
68
149
288
550
587
669
700
670
Fall
2015
966
1142
1406
1328
1042
884
590
408
687Slide16
2
00
100
0
120
0
1400
8
0
0
6
0
0
4
0
0
Number Taking ALP or Traditional
E
ach Fall
Fall
2011
Fall
2012
Fall
2013
traditional
dev
writing
ALP
Fall
2009
Fall
2010
149
288
550
587
669
Fall
2008
Fall
2007
34
68
966
1142
1406
1328
1042
884
687
Fall
2014
700
670
590
408
Fall
2015Slide17
2
000
4
00
0
6
00
0
3
000
8000
7
00
0
5
00
0
Analyzing Pass Rates
number
in cohort
2009-2013
1
000
traditional
ALP
total
5343
7589
2246Slide18
2
000
4
00
0
6
00
0
3
000
8000
7
00
0
5
00
0
number
in cohort
2009-2013
1
000
traditional
ALP
total
5343
number who
passed 101
2009-2013
1584
30%
2246
1409
63%
7589
number who
would have passed 101
if we had fully scaled up
4781
2993
Analyzing Pass RatesSlide19
2
000
4
00
0
6
00
0
3
000
8000
7
00
0
5
00
0
number
in cohort
2009-2013
1
000
traditional
ALP
total
number who
passed 101
2009-2013
number who
would have passed 101
if we had fully scaled up
4781
2993
1788
3576
Analyzing Pass RatesSlide20
26 Boeing 737-700s137 seats per planeSlide21
Obstacles to Scaling Up ALP
Faculty developmentClassroom spaceCredentials issuesIntegrating reading and writingCoordinating with advisorsIncreasing number of 101s; eliminating freestanding developmental writing coursesCoordination with other acceleration initiatives and student success courseInertiaSlide22
2
00
100
0
1200
1400
8
0
0
6
0
0
4
0
0
Number Taking ALP or Traditional
E
ach Fall
Fall
2008
Fall
2011
Fall
2012
Fall
2013
Fall
2007
traditional
dev
writing
ALP
Fall
2014
Fall
2009
Fall
2010
Fall
2015
34
966
68
1142
149
1406
288
1328
550
1042
587
884
700
590
670
408
669
687
Fall
2016
100%Slide23
The Accelerated Learning Program
The
Community College
of Baltimore County
padams2@ccbcmd.edu