Transcript Document
Roadmap for the Underprepared:
Creating Success Highways by Institutionalizing Early Interventions
The Road Crew…
Joan Kindle
, Associate Provost
Kimberley Polly
, Mathematics Instructor
Laura LaBauve
, Associate Dean Multicultural Learning
Kathi Nevels
, Student Development Professor
Today’s Map…
Harper College Context Overview of Three Intervention Pathways for the Underprepared
High School/Community College Partnership
REACH Summer Bridge Program
Project Success: Early Intervention
Value of Integration and Institutionalization —
Discussion and Questions
Harper College Demographics
Credit Headcount = 17,000 Full time Equivalent = 10,170 Caucasian = 58% Female = 56% Developmental Math = 43% Developmental English = 15% Developmental Reading = 18% High School Headcount = 28,000 High School Graduates = 6,600 % Graduates Enroll at Harper = 35%
Beginning the Student Success Journey
Joined ATD in 2009
Achievement Gaps:
Developmental Ed
Developmental Math
African American Students
New President 2009
New Strategic Plan 2010-
Building Community Through Student Success
Northwest Educational Council for Student Success 2010
Merged Academic and Student Affairs 2010
The Result…..
Bringing all units across the college and the district together to build a new, proactive and more personalized pathway from high school to Harper and through Harper to graduation.
Mathematics Partnership…
Why did we do this?
Shared data opened doors for communication.
Districts were not aware that about 56% of their graduates who came to us were placing into developmental math.
Districts were not aware that there existing “catch-all” senior math course had the wrong topics.
Districts were not aware that about 1/3 of their graduates were coming to Harper.
Common Core.
Mathematics Partnership…
How did we start?
Harper and District 211 begin COMPASS testing of high school juniors
Mathematics Partnership…
Course Alignment Begins
Project to align high school algebra 2 and Harper’s intermediate algebra.
Shared syllabi and final exams.
Math faculty from all 12 feeder high schools and Harper jointly write a test bank for a common final (for high school and Harper students.) Common final given in May 2012.
Results helped to foster more communication.
Mathematics Partnership…
Need math senior year Development Math
051: Arithmetic 055: Pre-Algebra 060: Beginning Algebra 080: Intermediate Algebra
Percentage with no senior math class
74% 42% 53% 39%
Mathematics Partnership…
Used Compass math test in junior year to encourage senior math enrollment Percentage of Juniors Who Enrolled in Senior Math
Year Fall 2009 College Track Algebra 2 Junior Year 85% Regular Track Algebra 2 Junior Year 76% Fall 2010 89% 89%
Mathematics Partnership…
Need developmental math option for senior year.
Many students have “passed” high school algebra 1, geometry and algebra 2 but do not meet requirements for AP or dual credit coursework senior year.
New senior math course created. Replaced high school trig/stat class with Harper’s MTH080 class.
Only 4 trig questions on ACT out of 60 questions.
Mathematics Partnership…
1 st Check: Freshmen Year
Communicate to parents that their child will need 4 years of high school math. In 1973, 72% of jobs required a high school diploma or less. That dropped to 41% in 2007 and is projected to drop to 38% in 2018.
Many certificate and 2-year programs require some sort of math competency.
Mathematics Partnership…
2 nd Check: Junior Year End
o Look at multiple measures o ACT math score o Compass placement score o MTH080 final exam score o Place in correct senior math o Upper STEM: AP Calc o Upper Non-STEM: AP Stats o STEM: dual credit MTH103 o Non-STEM: dual credit MTH101 (Quant Lit) o Those not ready: MTH080
Mathematics Partnership…
3rd Check: Senior Mid-Year
o Over 90% of the district seniors are enrolling in senior math, but completion rates are a concern. o Intervention needed with student, counselor and parent(s).
o Not successfully completing a math course senior year costs time and money. MTH060 + MTH080 + repeat = $1470.
o Waste 3 semesters getting to college-level math and many never get there when they have to repeat high school-level coursework.
o Of those students who start in the lowest 2 developmental math classes, only about 14% make it out of developmental math.
Mathematics Partnership…
4th Check: End of Senior Year for those taking MTH080 and going to Harper after graduation
o If they pass the MTH080 final, they are told to register right away for a college-level math course.
o If they do not pass the MTH080 final, they are given access to MyMathTest to help prep for the Compass placement exam.
o o
7% increase in college-level math 11% decrease in the lowest developmental math class (050 level classes)
Bridge to Harper… for the underprepared.
REACH Summer Bridge…
Student Profile
Two developmental courses or a sequence of developmental courses Emphasis on students of color
Program Intensive, two-week program
Pre and Post COMPASS exam 6 cohorts grouped by math level Academic workshops by faculty Math, Reading and Writing Workshops by counselors Personal, financial and social issues associated with attending college
REACH Summer Bridge…
Desired Outcomes: Improve placement scores Overall performance:
11% tested into ALL college-level courses 34% tested into at least one college-level course 80% increased placement scores in at least one area
Content area performance:
26% tested OUT of Reading 32% tested into college-level ENG101 11% tested into a college-level Math course
REACH Summer Bridge…
Desired Outcomes: Increase the number of students who immediately start the developmental sequence.
98% testing into developmental RDG began the sequence (ATD comparison group - 60%) 73% testing into developmental ENG began the sequence (ATD comparison group - 54%) 86% testing into developmental MTH began the sequence (ATD comparison group - 43%)
REACH Summer Bridge…
Desired Outcomes: Increase the success rate of students who enroll in developmental courses.
90% of students taking a
developmental RDG099
course successfully completed (ATD comparison group – 62%) 53% of students taking a
developmental ENG100
course successfully completed (ATD comparison group – 60%) 48% of students taking a
developmental MTH080
course successfully completed. (ATD comparison group – 22%)
REACH Summer Bridge…
Desired Outcomes: Increase the progression of developmental students through the developmental sequence.
64% of students successfully completing
RDG090 enrolled in RDG099
(ATD comparison group – 47%) 88% of students successfully completing
ENG098 enrolled in ENG100
(ATD comparison group – 39%) 80% of students successfully completing (ATD comparison group – 72%)
MTH050 enrolled in MTH060
60% of students successfully completing (ATD comparison group – 67%)
MTH060 enrolled in MTH080
REACH Summer Bridge…
Desired Outcomes: Success and Persistence
64% of the REACH students obtained a 2.0 or higher Fall GPA (ATD comparison group - 45%) The Fall to Spring persistence rate of REACH students - 80% (Institutional average is 73.1%)
REACH Summer Bridge…
Desired Outcomes: Increase student engagement with & understanding of college
97% more familiar with campus resources 97% could identify reasons for being in college 89% felt a sense of community and belonging 97% understood Harper’s educational policies and procedures
REACH Summer Bridge…
Institutionalization
Growth of Student Cohort from a 34 student pilot to 125 students Scaling to 225 – meeting the needs of district high schools Expanding to integrate with the high schools-- reach juniors Incremental Growth Model Manage cohort size Increase faculty involvement Facility management Incremental budget requests
REACH Summer Bridge…
Transformation
From Summer to Fall Fall enrollment in First Year Seminar time management; study skills; career planning; and transfer/educational Planning Math, Reading, English ‘mini’ cohorts Learning Communities Mandatory Meetings with Counselors – Case Management Tracking students during Spring semester and beyond Involvement in Early Alert
Project Success: Early Alert …
Target Population
First-year students who are recent high school graduates Place and enroll in two or more developmental courses or levels of developmental courses Approximately 800 – 900 identified 335 students chosen for Fall 2011 Pilot
Project Success: Process
Faculty sent surveys at Week 4 and Week 6 to “flag” students in need of assistance “Flagged” students assigned a counselor and meet with counselor to develop a success plan Counselors refer students to other support services as needed, continue to monitor student progress and “close the loop” with faculty
Project Success: Results
278 faculty had one or more of the 335 pilot students in their classes 191 (69%) of the faculty in the pilot completed the survey 189 (56%) of the pilot students were flagged for concerns 145 (77%) of flagged students met with their counselor
Project Success: Results
Pilot students persisted Fall-to-Spring at a higher rate than students in the Control Group
80% for Pilot students; 77.2% for Control Group
Pilot students had a higher Completer Success Rate for All Courses than students in the Control Group
60.6% for Pilot students; 58.4% for Control Group
Pilot students overall had a slightly higher Completer Success Rate for Developmental Courses than students in the Control Group
62% for Pilot students; 61% for Control Group
Project Success: Results
More pronounced positive results when compare students who saw counselors vs. those who did not
Fall-to-Spring Persistence
Cohort
PS – Flagged PS - Not Flagged Control Group
Counselor
82.1% 94.8% 88.3%
No Counselor
47.7% 83.0% 67.1%
Difference
34.4 11.8
21.2
Project Success: Results
Completer Success Rate – All Courses
Cohort
PS – Flagged PS - Not Flagged Control Group
Counselor
58.6% 72.3% 70.1%
No Counselor
28.6% 72.7% 46.8%
Difference
30 -.4
23.3
Completer Success Rate – Developmental Courses
Cohort
PS – Flagged PS - Not Flagged Control Group
Counselor
58.6% 76.8% 74.4%
No Counselor
31.9% 75.5% 48.6%
Difference
26.7
1.3
25.8
Project Success: Lessons Learned
What worked…
Faculty Participation - Liaison Project Success Specialist Counselor – Student Appointment
What we changed for 2012/2013 Pilot…
Pre-assign counselors to all pilot students Include all REACH students Monitor for the full year Revise survey timing: 1) Weeks 4-6 and 2) Week 11 Add faculty referrals to academic support services Use “Kudos” feature in Starfish
Project Success: Results Fall ‘12
300 faculty had one or more of the 389 pilot students in their classes 189 (63%) of the faculty in the pilot completed the survey 245 (63%) of the pilot students were flagged for concerns 182 (74%) of flagged students met with their counselor
Awarded more than 4,400 degrees and certificates for FY2012, an increase of more than 600 from last year.
Discussion Time
Thank You!!
Joan Kindle [email protected]
Kimberley Polly [email protected]
Laura LaBauve [email protected]
Kathi Nevels [email protected]