Transcript College Readiness Summit Collaboration Forum

College Readiness Summit
Collaboration Forum
High School-to-College Transition
Dual Enrollment/Collegiate High Schools
Developmental Education Reform
Collaboration Forum
• The structure of today’s session is
intended to encourage participation and
collaboration.
• For each strand, we will discuss policy,
interpretation and implementation.
• You are expected to be active participants.
Questions, comments, ideas are welcome
at any time.
Your panel…
• Julie Alexander, Vice Chancellor for
Academic and Student Affairs, Division of
Florida Colleges (DFC)
• Matthew Bouck, Director of the Office of
Articulation, Florida Department of Education
• Kathyrine Scheuch, Research Analyst, DFC
• Tamaria Williams, Coordinator for Academic
Success, DFC
Where do Florida’s high school graduates go?
100.0%
90.0%
80.0%
The Florida College System serves as a primary
access point of access to higher education with 65
percent of the state's high school graduates
pursuing postsecondary education beginning at a
Florida college.
70.0%
60.0%
61.4%
61.2%
35.9%
35.9%
60.9%
60.8%
61.6%
36.0%
35.8%
34.5%
63.1%
66.3%
66.5%
65.0%
65.4%
64.6%
50.0%
40.0%
32.9%
30.0%
29.6%
29.3%
31.0%
31.1%
5.3%
5.1%
5.2%
5.1%
32.1%
20.0%
10.0%
0.0%
6.0%
3.6%
2001-02
5.8%
3.5%
2002-03
5.9%
3.4%
2003-04
Enrolled in CC
5.7%
5.7%
3.1%
2004-05
3.1%
2005-06
Enrolled in SUS
5.4%
3.1%
2006-07
2.8%
2007-08
Enrolled in ICUF
2.9%
2008-09
2.4%
2.6%
2009-10
2010-11
Enrolled in Technical Centers
5.3%
2.5%
2011-12
High School-to-College Transition
Common Placement Testing in High School
S. 1008.30 (3), F.S., Common placement testing for public postsecondary
education
•
•
•
•
Requires high schools to evaluate before the beginning of grade 12 the
college readiness of each student who scores
– Level 2 or Level 3 on grade 10 FCAT Reading or the English Language
Arts assessment under s. 1008.22, as applicable, or
– Level 2, Level 3, or Level 4 on the Algebra I assessment under s.
1008.22
High schools shall use the results of the test to advise the students of any
identified deficiencies
12th grade students scoring below college ready shall complete appropriate
postsecondary preparatory instruction before high school graduation
The curriculum provided under this subsection shall encompass Florida’s
Postsecondary Readiness Competencies
PERT Reading
2014
PERT Reading
6/1/14 - 7/31/14
Percent
Mean
N
College
Score
Ready
2013
N
Cumulative*
Percent
Mean
College
Score
Ready
N
6/1/13 - 7/31/13
Percent
Mean Score College
Ready
2012
Total
N
Mean
Score
Percent
College
Ready
6/1/12 - 7/31/12
Percent
Mean
N
College
Score
Ready
Total
N
Mean
Score
Percent
College
Ready
State Colleges
27216
101.80 39.03% 75781
102.47
43.10%
38463
101.65
41.79%
145941
102.47
45.10%
41834
103.79 49.06% 167230
104.87
51.84%
Districts
1581
99.92
33.40% 139025
96.92
28.49%
629
100.41
35.61%
125038
96.66
30.73%
1221
99.78
88119
99.56
40.78%
Grand Total
28797
101.70 38.72% 214806
98.88
33.65%
39092
101.63
41.69%
270979
99.79
38.47%
43055
103.68 48.69% 255349
103.03
48.02%
36.20%
PERT Writing
2014
PERT Writing
6/1/14 - 7/31/14
Percent
Mean
N
College
Score
Ready
2013
N
Cumulative*
Percent
Mean
College
Score
Ready
N
6/1/13 - 7/31/13
Percent
Mean Score College
Ready
2012
Total
N
Mean
Score
Percent
College
Ready
6/1/12 - 7/31/12
Percent
Mean
N
College
Score
Ready
Total
N
Mean
Score
Percent
College
Ready
State Colleges
26840
102.73 48.17% 73467
102.82
53.38%
38358
101.78
56.64%
143605
102.84
60.01%
41591
102.53 60.13% 165245
103.48
62.51%
Districts
1204
100.66 43.19% 116759
97.92
37.85%
521
100.64
52.40%
109769
96.93
47.36%
1203
101.50 54.11%
80450
100.07
57.52%
Grand Total
28044
102.64 47.95% 190226
99.81
43.84%
38879
101.76
56.59%
253374
100.28
54.53%
42794
102.50 59.96% 245695
102.36
60.88%
* 2014 data is cumulative counts from 2/10/2014 to present.
College Ready Cut scores:
For 2012 & 2013: Mathematics=113, Reading=104, Writing=99;
For 2014: Mathematics=114, Reading=106, Writing=103
PERT Mathematics
2014
PERT
Mathematics
2013
6/1/14 - 7/31/14
N
Mean
Score
Percent
College
Ready
Cumulative*
N
Mean
Score
Percent
College
Ready
2012
6/1/13 - 7/31/13
N
Total
6/1/12 - 7/31/12
Total
Mean Score
Percent
College
Ready
N
Mean
Score
Percent
College
Ready
N
Mean
Score
Percent
College
Ready
102.25
21.75%
173262
103.16
24.71%
52164
98.17
19.50% 200830
N
Mean
Score
Percent
College
Ready
99.07
21.47%
Florida College
System
33646 103.06 23.16% 88476
Districts
6081
1438
107.58
21.91%
140555
104.00
24.68%
1604
104.08 20.57% 125083 101.67 24.21%
Grand Total
39727 102.98 21.56% 250399 104.38 25.71% 48706
102.41
21.76%
313817
103.54
24.69%
53768
98.35
104.32 28.62% 47268
102.57 12.71% 161923 104.41 24.12%
19.54% 325913 100.07 22.52%
Transition Courses
• Some high school students must complete
postsecondary preparatory instruction
(PPI)
• 5 approved PPI courses
– Reading for College Success, Writing for
College Success, Mathematics for College
Success (.5 HS cdts)
– Mathematics for College Readiness (1.0 HS
cdts)
– English IV: Florida College Prep (1.0 HS cdts)
Mathematics Transition
Fall 2012 Florida College System Enrollment for 2011-12 High School Graduates
High School Course
Developmental
Education
College Credit
Mathematics
Intermediate
Algebra
Mathematics for College
Success/Readiness (MCS-R)
62.5%
37.5%
27.1%
Algebra II (AlgII)
42.1%
57.9%
27.9%
MCS-R/AlgII
46.0%
54.0%
32.1%
SOURCE: Division of Accountability, Research and Measurement
2011-12 High School Course(s) Enrollment
MCS-R:
465
AlgII:
35,632
MCS-R/AlgII:
6,234
Postsecondary Readiness Competencies
• Readiness for Intermediate Algebra, MAT
1033, and Freshman Composition I, ENC
1101
• Faculty developed
• Established in rule
• Basis for the Postsecondary Education
Readiness Test (PERT)
• Aligned with Developmental Education
Competencies
Collaboration
Dual Enrollment Trends
55,000
53,285
Dual Enrollment participation has increased
79.9 percent since 2000-01.
52,457
50,000
50,054
Five-year percent change: 26.9 percent
One-year percent change: 1.6 percent
46,083
45,000
41,991
40,000
35,000
34,732
32,480
35,466
35,420
34,375
32,739
33,112
32,102
30,000
29,623
25,000
2000-01 2001-02 2002-03 2003-04 2004-05 2005-06 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14
Dual Enrollment &
Collegiate High Schools
2013-14 FCS Dual Enrollment
by Secondary Student Type
Home School,
4%
Public, 90%
(42,230)
(2,015)
Private, 6%
(7,039)
Source: CCTCMIS & FCS Research & Analytics
Collaboration
Developmental Education Reform
Senate Bill 1720
1008.30 Common placement testing for public postsecondary education
4(a) A student who entered 9th grade in a Florida public school
in the 2003-2004 school year, or any year thereafter, and
earned a Florida standard high school diploma or a student
who is serving as an active duty member of any branch of the
United States Armed Services shall not be required to take
the common placement test and shall not be required to enroll
in developmental education instruction in a Florida College
System institution. However, a student who is not required to
take the common placement test and is not required to enroll
in developmental education under this paragraph may opt to
be assessed and to enroll in developmental education
instruction, and the college shall provide such assessment
and instruction upon the student’s request.
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Advising
1008.30 Common placement testing for public postsecondary
education
(5) By December 31, 2013, the State Board of Education, in
consultation with the Board of Governors, shall approve a
series of meta-majors and the academic pathways that
identify the gateway courses associated with each metamajor. Florida College System institutions shall use
placement test results to determine the extent to which
each student demonstrates sufficient communication and
computation skills to indicate readiness for his or her
chosen meta-major. Florida College System institutions
shall counsel students into college credit courses as
quickly as possible, with developmental education limited
to that content needed for success in the meta-major.
Developmental Education Delivery
1008.02 Definitions
1008.02 Definitions
(1) “Developmental education” means instruction through which a high
school graduate who applies for any college credit program may
attain the communication and computation skills necessary to
successfully complete college credit instruction. Developmental
education may be delivered through a variety of accelerated and
corequisite strategies and includes any of the following:
(a) Modularized instruction that is customized and targeted to address
specific skills gaps.
(b) Compressed course structures that accelerate student progression
from developmental instruction to college-level coursework.
(c) Contextualized developmental instruction that is related to meta-majors.
(d) Corequisite developmental instruction or tutoring that supplements
credit instruction while a student is concurrently enrolled in a creditbearing course.
Senate Bill 1720 Interpretation
Exemption = College Ready
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Rule 6A-14.065, Meta-Major Academic Pathways
•
•
•
•
•
•
•
•
(a) Arts, humanities, communication and design.
– MGFX106, MGFX107, MACX105, STAX023
(b) Business.
– MACX105, STAX023
(c) Education.
– MGFX106, MGFX107, MACX105, STAX023
(d) Health sciences.
– MGFX106, MGFX107, MACX105, STAX023
(e) Industry/manufacturing and construction.
– MGFX106, MGFX107, MACX105, STAX023
(f) Public Safety.
– MGFX106, MGFX107, MACX105, STAX023
(g) Science, technology, engineering, and mathematics.
– MACX105
(h) Social and behavioral sciences and human services.
– MGFX106, MGFX107, MACX105, STAX023
Note: ENCX101 is required for all meta-majors
Developmental Education Reform
• The division surveyed chief academic officers on
developmental education course offerings this fall.
– 257 total developmental education (dev ed) courses offered
– FCS institution courses range from 14 to 4
– Compressed and modularized strategies are the most commonly
offered
• OPPAGA is contacting FCS institutions about dev ed
implementation. They have inquired specifically about
requiring Intermediate Algebra (MAT 1033) for
Mathematics for Liberal Arts I and II (MGF 1106, 1107).
• Update to legislative committee anticipated for late fall or
early spring
Implementation Reports
1008.30(6)(b) Beginning October 31, 2015, each
Florida College System institution shall annually
prepare an accountability report that includes
student success data relating to each developmental
education strategy implemented by the institution.
The report shall be submitted to the Division of
Florida Colleges by October 31 in a format
determined by the Chancellor of the Florida College
System. By December 31, the chancellor shall
compile and submit the institutional reports to the
Governor, the President of the Senate, the Speaker
of the House of Representatives, and the State
Board of Education.
Implementation – Collaboration Forum
• What has been your institution’s experience
with students and meta-major selection?
• Are exempt students that chose gateway
courses using supplemental support more?
• Are exempt students registering for a math
course their first semester?
• Tell us what efforts you’ve made to collect
information for the Accountability Report?
• What resources are needed?
– At the institution level
– At the state level
First Look Data: Students from Spring 2014 Term:
Developmental Education High School Exemptions
Exempt
13% (60,378)
Not
Applicable
18% (86,350)
Unknown
16% (72,469)
Exempt and
Previously
Successfully
Completed
DE
11% (53,418)
Not Exempt
42% (193,915)
Source: CCTCMIS & FCS Research & Analytics
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First Look Data: Students from Spring 2014 Term:
Developmental Education Military Exemptions
Not
Applicable
3% (71,330)
Active Duty,
0.2% (926)
Unknown,
19.2%
Not Active
Duty, 65.3%
(89,434)
(304,840)
Source: CCTCMIS & FCS Research & Analytics
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First Look Data: Success in Developmental Education
Courses Spring 2014 by Exemption Status (FTIC Students)
100.0%
90.0%
Exempt
Non Exempt
81.0% 80.4%
80.0%
70.0%
60.0%
61.0%
65.2%
50.0%
40.0%
718
1,136
78.0% 77.2%
2,606
755
2,082
3,818
30.0%
20.0%
10.0%
0.0%
Math
Reading
Source: CCTCMIS & FCS Research & Analytics
Writing
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First Look Data: Success in Gateway & Other Courses
Spring 2014 by Exemption Status (FTIC Students)
100.0%
90.0%
Exempt
Non Exempt
80.0%
66.7%
70.0%
60.0%
68.6%
73.0%
68.3%
72.7%
55.3%
50.0%
40.0%
840
1,455
1,553
2,258
945
2,064
30.0%
20.0%
10.0%
0.0%
Math
Communications
Other
Source: CCTCMIS & FCS Research & Analytics
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First Look Data: Success in Developmental Education Courses
Spring 2014 by Exemption Status (Continuing Students)
100.0%
90.0%
80.0%
Exempt
78.7%
71.3%
70.0%
60.0%
Non Exempt
75.0%
78.9%
61.9%
54.5%
50.0%
40.0%
3,248
13,708
1,320
3,963
1,863
4,332
30.0%
20.0%
10.0%
0.0%
Math
Reading
Writing
Source: CCTCMIS & FCS Research & Analytics
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First Look Data: Success in Gateway & Other Courses Spring 2014
by Exemption Status (Continuing Students)
100.0%
90.0%
Exempt
80.0%
70.0%
Non Exempt
71.9%
82.8%
80.1% 82.5%
48,873
22,936
75.6%
65.3%
60.0%
50.0%
40.0%
10,436
65,259
10,177
119,385
30.0%
20.0%
10.0%
0.0%
Math
Communications
Other
Source: CCTCMIS & FCS Research & Analytics
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Collaboration
Please join us for dinner in
the Coral Ballroom B & C
at 6:00 p.m.