A L P

The Accelerated Learning Program

P R E S E N T E R S : C H E R Y L S C O T T , R O B E R T M I L L E R , M O N I C A W A L K E R T H U R S D AY , J U N E 1 3 2 0 1 3

5 TH A NNUAL C ONFERENCE ON A CCELERATION IN D EVELOPMENTAL E DUCATION Baltimore, MD

TRENDS IN ACCELERATED LEARNING PROGRAMS

Part I: Overview of the Accelerated Learning Program at The Community College of Baltimore County (CCBC)  CCBC Demographics & Developmental Education    ALP Program Design Defined ALP Program Evaluation & Results: Why It Works ALP Professional Development & Resources  National Conference on Acceleration in Developmental Education Part II: Creation of the Website and Data Collection Part III: Analysis of Results from National Data Collection Part IV: Discussion

CCBC Demographics & Developmental Education ALP Design Defined

Data from Recent Studies The Gates Foundation reports three quarters of developmental students do not receive a degree or certificate within four years.

placed in dev ed graduated in 4 years 25% did not graduate in 4 years 75%

Recent Study Data: Community College Research Center 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.”

placed in dev ed passed ENG101 in 4 years 45% did not pass ENG101 in 4 years 55%

CCBC DEMOGRAPHICS

     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 week

81% of students entering CCBC test into one or more developmental disciplines 65% Dev. Writing 77% Dev. Mathematics 58% Dev. Reading

English English English English •051 •052 •101 •102

CCBC’S NON CREDIT-TO-CREDIT TRADITIONAL WRITING SEQUENCE

A L P

The Accelerated Learning Program

HOW IS THE ACCELERATED LEARNING PROGRAM STRUCTURED?

In the traditional ENGL 052 to ENGL 101, two semester sequence, there are 20 students per class and two different instructors.

English 052 Semester 1 English 101 Semester 2 A L P

The Accelerated Learning Program

How is the ALP class structured?

One semester concurrent/accelerated English 101 and ALP/052. Ten students take both classes together with the same instructor.

ENG 101 ENG 052

A L P

The Accelerated Learning Program

ACCELERATED LEARNING AND DEVELOPMENTAL WRITING 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.

A L P

The Accelerated Learning Program

ACCELERATED LEARNING AND DEVELOPMENTAL WRITING 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.

A L P

The Accelerated Learning Program

ACCELERATED LEARNING AND DEVELOPMENTAL WRITING Four possible ALP outcome scenarios: English 052 Pass Pass Fail Fail English 101 Pass Fail Fail Pass

A L P

The Accelerated Learning Program

ALP Evaluation & Results: Why It Works

eviction

ACCELERATED LEARNING AND DEVELOPMENTAL WRITING

A L P

The Accelerated Learning Program

75%

ALP Success Rates, 2007-10

(data from CCBC Institutional Research) 50%

69% pass ENGL 101 69% pass ENGL 101 73% pass ENGL 101

25%

28% pass ENGL 101

Traditional 052 Fall 07-10 ALP Fall 07 ALP Fall 08 ALP Fall 09 Data from CCBC Institutional Research and Evaluation

74% pass ENGL 101

ALP Fall 10

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 Foundation

A L P

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 University Funded by the Lumina Foundation

A L P

The Accelerated Learning Program

80 %

Longitudinal Studies: Persisted to Next Year after Developmental Course

traditional dev writing (N = 5545) ALP (N = 592) cohorts from fall 07 to fall 2010 60 % 64 % 379 4 0% 4 8% 2662 20 % Two-tailed statistical significance test: significant at 1% Data from Cho, Kopko, & Jenkins, 2012 (CCRC)

Summing It All Up

Compared to traditional developmental writing approaches, ALP doubles the success rate, cuts the attrition rate in half, does it in half the time, at slightly less cost per successful student.

1280 students 160 sections 80 students 2007-08 160 students 20 sections 2008-09 320 students 40 sections 640 students 80 sections 2009-10 2010-11 2011-12

TYPICAL ALP INSTITUTES Twenty five Hour ALP Faculty Institute Mon Getting acquainted and intro to ALP Why ALP works Backward design curriculum development Tue Wed Active learning in a writing classroom Integrating reading with writing Thinking skills in the writing classroom Dealing with affective and life issues Financial literacy Thu Fri Improving students ability to edit their own writing Culturally responsive pedagogy Coordinating the 101 and the 052 classes Selecting texts and readings Planning your syllabi Planning the first week of the course

MAJOR DECISIONS - FOR CCBC - NATIONAL - WHY NOT PART OF THE CCBC SITE

Schools Currently Offering ALP 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) 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) 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)

A L P

The Accelerated Learning Program

ALP AT PATRICK HENRY COMMUNITY COLLEGE Began 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.

ALP TRENDS: LEVELS OF DEVELOPMENTAL WRITING COURSES

20 18 16 14 12 10 8 6 4 2 0 One Two Three Five Levels of Developmental Writing Courses

25 20 15 10 5 0

ALP TRENDS: PLACEMENT INTO DEVELOPMENTAL WRITING COURSES

How are students placed into developmental English courses?

How are students placed into developmental English courses?

ALP TRENDS: PROGRAM HISTORY

Date ALP Began at Institution 12 10 8 6 4 2 0 Spring 2013 Spring 2012 Fall 2012 Spring 2011 Fall 2011 Other (1996, 2007)

10 9 8 7 6 5 4 3 2 1 0

ALP TRENDS: INITIAL SECTION OFFERINGS

Number of ALP Sections Offered in First Semester One Two Three Four Five Six Twelve

ALP TRENDS: PROGRAM MODEL

Which ALP Model do you utilize?

97 % CCBC Model Triangle Class Size for ALP Developmental Section 8-10 students= 18 (60%) 11+ students=12 Same Instructor for 1 Developmental Course ALP – 31 (97%) st Year & Are at least half of the students in your combined 1 st Year Composition & ALP Course currently placed in 1 st year composition? – 100%

ALP TRENDS: DEVELOPMENTAL CLASS STRUCTURE

How many hours per week does the ALP developmental English class meet?

50% (3 Hrs.) One Two Three Four Five

ALP TRENDS: FACULTY CONSIDERATIONS

UNIONIZED/ NONUNION Credit Pay Union Non Union Full Credit Less than full credit

MORE ALP TRENDS – NATIONAL ACCELERATION CONFERENCE • Developmental Education Redesign: ALP ESOL, MATH, READING • Culturally 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 Writers • Coaching & Acceleration • Self-Paced Courses • Conferencing with ALP Students • Improving students ability to edit their own writing

TRENDS IN ACCELERATED LEARNING PROGRAMS

P RESENTERS : C HERYL S COTT R OBERT M ILLER M ONICA W ALKER CSCOTT 2@ CCBCMD .

EDU RMILLER 2@ CCBCMD .

EDU MWALKER @ CCBCMD .

EDU A L P

The Accelerated Learning Program