Presenters Cheryl Scott Robert Miller Monica Walker Thursday June 13 2013 A L P The Accelerated Learning Program 5 th Annual Conference on Acceleration in Developmental Education ID: 199675
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Slide1
Trends in Accelerated learning programs
Presenters:Cheryl Scott, Robert Miller,Monica WalkerThursday, June 13 2013
A
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P
The Accelerated Learning Program
5
th
Annual Conference on Acceleration in Developmental Education
Baltimore, MDSlide2
Trends in Accelerated Learning ProgramsPart I: Overview of the Accelerated Learning Program at The Community College of Baltimore County (CCBC)
CCBC Demographics & Developmental EducationALP Program Design DefinedALP Program Evaluation & Results: Why It WorksALP Professional Development & ResourcesNational Conference on Acceleration in Developmental EducationPart II: Creation of the Website and Data CollectionPart III: Analysis of Results from National Data CollectionPart IV: DiscussionSlide3
Part I: Overview of the Accelerated Learning Program at
The Community College of Baltimore County (CCBC) CCBC Demographics & Developmental EducationALP Design DefinedSlide4
The
Gates Foundation reports three quarters of developmental students do not receive a degree or certificate within four years.
Data from Recent Studies
placed in
dev ed
graduated
in 4 years
25%
did not
graduate
in 4 years
75%Slide5
CCRC
has found “…that few students referred to developmental education progress through their developmental education sequence of courses to succeed in college-level courses: within four years, only . . . 45 percent of students in the study successfully completed a course in college-level . . . English.”
Recent Study Data: Community College Research Center
placed in
dev ed
did
not pass
ENG101
in 4 years
5
5%
passed
ENG101
in 4 years
4
5%Slide6
CCBC Demographics
81% of students entering CCBC test into one or more developmentaldisciplines
65% Dev. Writing
77% Dev. Mathematics
58% Dev. Reading
Number of credit students: 33,817
Average age: 29
Female/male ratio: 58/42%African American students: 43%
Sixty-two percent work 20 hours or more per weekSlide7
CCBC’s non-credit-to-credit traditional writing sequence
A
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The Accelerated Learning ProgramSlide8
How is the Accelerated Learning Program Structured?
A
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The Accelerated Learning Program
In the traditional
ENGL 052 to
ENGL 101, two-semester sequence, there are 20 students per class and two different instructors.
English 052Semester 1
English 101
Semester
2Slide9
ENG
101
ENG 052
How is the ALP class structured?
A
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The Accelerated Learning
Program
One semester
concurrent/accelerated English 101 and ALP/052.
Ten students take both
classes
together
with the same instructor.Slide10
Accelerated Learning and Developmental Writing
A
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The Accelerated Learning Program
The English 101/ALP class is
similar to and conducted
just like a regular 101 class.
It is
essential to maintain the same
standards, cover
the same
material, meet the same requirements
as in a “traditional” 101 class.Slide11
Accelerated Learning and Developmental Writing
A
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The Accelerated Learning Program
The ALP instructor seeks to maximize student success by
:
Answering questions from the 101 class;
Conducting writing assignments, usually shorter papers;Planning the next essay;
Reviewing drafts of essays;
Reviewing grammar, punctuation, and mechanics;
Being mentor, coach, teacher, and advisor to ensure overall student success in course completion; and
Advising students on how to manage obstacles that may interfere with success
.Slide12
Accelerated Learning and Developmental Writing
A
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The Accelerated Learning Program
English 052
English 101Pass
PassPassFail
FailFailFailPass
Four possible ALP outcome scenarios:Slide13
Part I: Overview of the Accelerated Learning Program at The Community College of Baltimore County (CCBC)
ALP Evaluation & Results: Why It Works Slide14
financial problems
changes at worklegal problemscar trouble
abusive situation at home
medical problems
eviction
problems with children
laid off
life happens
student becomes discouraged
student becomes depressed
student feels isolated
student loses confidence
stress becomes too great
student wasn’t prepared for college-level work
affective issuesSlide15
Accelerated Learning and Developmental Writing
A
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The Accelerated Learning Program
Survey results indicate ALP students:
Improved attitude
Enhanced successful behaviorIncreased persistence
Capitalized on bonding opportunitiesRaised confidence
Discovered relevance of learning and
Became more attached to college community.Slide16
ALP Success Rates, 2007
-10
(data from CCBC Institutional Research)
75%
50%
25%
Traditional
052
F
all 07-10
28%
pass
ENGL
101
69%
pass
ENGL
101
ALP
F
all 07
69%
pass
ENGL
101
ALP
F
all 08
73%
pass
ENGL
101
ALP
F
all 09
74%
pass
ENGL
101
ALP
F
all 10
D
ata from CCBC Institutional Research and EvaluationSlide17
A
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The Accelerated Learning Program
Summary of CCRC
Preliminary Analysis of Effectiveness - 2010
Based on
data
collected by CCRC, when compared to the traditional developmental sequence, ALP: Increases ENGL101
passes
Increases ENGL102
attempts and passes and
Increases total
college-level courses attempted in the year following ENGL
052
Significantly
enhances the success rate
Significantly
reduces
attrition
Completes
sequence in half the
time
Costs
slightly less per student than traditional model
Nikki Edgecombe and Davis Jenkins
Teachers College, Columbia University
Funded by the Lumina FoundationSlide18
A
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The Accelerated Learning Program
New Evidence of Success for Community College Remedial English Students: Tracking the Outcomes of Students in the (ALP) – DEC. 2012
Participation in ALP is associated with substantially better outcomes in terms of English 101 and English 102 completion
CCRC found that, while 38.5% of students who followed a traditional developmental writing path successfully passed ENG 101, 74.7% of students who took the ALP path passed ENG 101.
Using a larger number of cohorts and tracking students, CCRC found that ALP students were more likely than non-ALP students to persist to the next year.
Sung-Woo Cho, Elizabeth Kopko, Davis Jenkins & Shanna Smith Jaggars
Teachers College, Columbia UniversityFunded by the Lumina FoundationSlide19
8
0%
2
0
%
6
0
%
Longitudinal Studies:
Persisted to Next Year after Developmental Course
4
0%
traditional dev writing (N = 5545)
ALP (N = 592)
cohorts from fall 07 to fall 2010
64
%
379
4
8%
2662
T
wo
-tailed statistical significance
test: significant
at 1
%
D
ata from Cho, Kopko, & Jenkins, 2012 (CCRC)Slide20
Summing It All Up
doubles the success rate,
cuts the attrition rate in half,
does it in half the time,
at slightly less cost per successful student.
Compared to traditional developmental writing approaches, ALPSlide21
2009-10
2007-08
2008-09
160
students
20 sections
640
students
80 sections
2010-11
320
students
40 sections
80
students
2011-12
1280
students
160 sectionsSlide22
Twenty five Hour ALP Faculty InstituteMon
Getting acquainted and intro to ALP Why ALP works Backward design curriculum development Active learning in a writing classroom Tue Integrating reading with writing Thinking skills in the writing classroom Wed Dealing with affective and life issues Financial literacy Thu
Improving students ability to edit their own writing Culturally responsive pedagogy
Fri Coordinating the 101 and the 052 classes
Selecting texts and readings
Planning your syllabi Planning the first week of the course
Typical ALP InstitutesSlide23
Part II: Creation of the Website & Data CollectionSlide24
Major DecisionS- FOR
ccbc- NatioNAL - Why Not part of the CCBC siteSlide25Slide26Slide27Slide28Slide29Slide30Slide31Slide32Slide33Slide34
Part III: Analysis of the Results Gathered from National Data Collection Slide35Slide36
Allegheny College (MD)
Atlantic Cape Com Col (NJ)Bellevue College (WA)
Bergen
Com Col (NJ)
Bloomfield College (NJ)
Blue Ridge Tech and Com Col (WV)
Brookdale Com Col (NJ)
Cayuhoga Com Col (OH
)
Century College (MN)
College of Coastal Georgia (GA)
Com Col of
DC (
DC)
Com Col of Vermont (VT)
El Paso Com Col (TX)
Gateway Tech and Com Col (KY
)
Georgia Gwinnett College (GA)
The
Graduate School (DC)
Greenville Tech College (SC)
Gwinnett Technical College (GA)
Heartland Com Col (IL)
Northeast Lakeview College (TX)
Northampton
Com Col (PA
)
Patrick
Henry Com Col (VA
)
Phillips Com Col (AR)
Phoenix Com Col (AZ)
Prairie State College (IL)
Salt Lake Com Col (UT)
Santa Barbara Com Col (CA)
Springfield Tech and Com Col (MA
)
St. Louis Com Col (MO)
SUNY Adirondack (NY)
Tulsa Com Col (OK
)
University of Alaska, Anchorage (AK)
Valley
Forge Military College (PA)
West Kentucky Tech
&Com
Col (KY)
West Virginia
North
Com Col (WV)
Windward Com Col (HI)
York Technical College (SC)
Highline Com Col (WA)
Ivy
Tech Com Col (IN)
Jackson Com Col (MI)
Kanawha Valley
Tech
&
Com Col (WV)
Kapiolani
Com Col (HI)
Lansing Com Col (MI)
LaGuardia Com Col (NY)
Leeward Com Col (HI)
Lone Star College Tomball (TX)
Long Island University (NY
)
Mesa Community College (AZ)
Metropolitan Com Col (MO)
Middlesex Com Col (MA)
Missouri State U-West Plains (MO)
Mott Community College (MI
)
New Mexico State
U,
Alamogordo(NM)
Northampton Community College (
PA)
North Central State College (OH
)
North Central Michigan College (MI
)
North Hennepin Com Col (MN)
Schools Currently Offering ALP
A
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The Accelerated Learning
ProgramSlide37
ALP at Patrick HenRY Community CollegeBegan in Fall 2009, with one section.
Additional sections were added the following semesters, and the developmental math department also created ALP for math courses.Pass rates for ALP courses are on average ten points higher than traditional developmental English courses. ALP has been adopted state-wide as part of the Virginia Community College System developmental English redesign.Slide38
ALP Trends: Levels of Developmental Writing Courses Slide39
ALP Trends: Placement into Developmental Writing Courses Slide40
ALP Trends: Program HistorySlide41
ALP Trends: initial section OfferingsSlide42
ALP Trends: Program Model
Class Size for ALP Developmental Section 8-10 students= 18 (60%) 11+ students=12 Same Instructor for 1st Year & Developmental Course ALP – 31 (97%)Are at least half of the students in your combined 1st Year Composition & ALP Course currently placed in 1st year composition? – 100% Slide43
ALP Trends: Developmental Class Structure
50% (3 Hrs.)Slide44
ALP TRENDS: faculty considerationsSlide45
Developmental Education Redesign: ALP ESOL, MATH, READINGCulturally Responsive Pedagogy
Backward design curriculum development Active learning in a writing classroom Integrating reading with writing Critical thinking skills in the writing classroom Dealing with affective and life issues (i.e. Financial literacy) Supplemental Writing Programs & Support for Basic WritersCoaching & AccelerationSelf-Paced CoursesConferencing with ALP StudentsImproving students ability to edit their own writing
More ALP TRENDS – National ACCELERATION CONFERENCESlide46
Trends in Accelerated learning programs
Presenters: Cheryl Scott cscott2@ccbcmd.edu Robert Miller rmiller2@ccbcmd.edu Monica Walker mwalker@ccbcmd.edu
A
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The Accelerated Learning Program