Transcript Corequisite Remediation - Complete College America

COREQUISITE
REMEDIATION
1
Too many entering freshmen need
remediation.
51.7%
of those entering a 2-year college
enrolled in remediation
19.9%
of those entering a 4-year college
enrolled in remediation
Source: Fall 2006 cohorts
2
Most remedial students never graduate.
3
Student attrition
is at the heart of
the matter.
4
Source: Hughes, K., Edgecombe, N., & Snell, M. (2011). “Developmental Education: Why and How We Must Reform It.” New York: Columbia University,
Teachers College, Community College Research Center. Presentation given at the 2011 League for Innovation in the Community College Annual Conference.
5
Few Ever Get to Gateway
70% of students placed
into remediation fail to enroll
in a gateway course in
two academic years
6
Policy Objectives for Gateway Course
Success
1. Design STEM and non-STEM math
options.
2. The default placement for most students
will be gateway courses.
3. Provide additional academic support as
corequisite, not prerequisite.
4. Establish a placement range instead of a
single cut score.
7
Guiding Objective
Students complete gateway
courses and enter programs of
study in their first academic year
8
Mathematics
must be aligned
with programs of study.
9
College Algebra’s Only Purpose:
Preparation for Calculus
College
Algebra
Calculus
S M
T
E
10
University System of Georgia
Mathematics Task Force:
“College Algebra was
designed explicitly to meet
the needs of students who are
preparing to take Precalculus
and Calculus.”
11
S
T
E
M
12
Providing Academic Support
as a Corequisite
13
One Semester Redesigned Gateway
Extra Time
Gateway
• 45 minutes
after class
• Additional
class periods
Mandatory • Paired
proctored
Tutoring
labs
• 5 weeks prep
Sequenced plus 10 weeks
gateway
content
14
One Semester Corequisite Results
Institution
CC of Baltimore
County
Accelerated
Learning Model
Subject
Traditional Corequisite
Model
Model
English
33%
74%
English
49%
70%
11%
78%
8%
65%
Austin Peay State
University
Quantitative
Reasoning
Structured
Assistance
Statistics
15
One-Year Corequisite
Semester 1
Gateway Content
Academic Support
Gateway
College Success
Skills
Semester 2
Quantitative
Reasoning
Statistics
STEM
16
One-Year Corequisite Results
Carnegie Statway
Success in gateway math within
one academic year
51.0%
5.9%
Traditional Model
Statway
17
Aligned and Parallel Support in
Technical Certificate Programs
Technical
Program
Math and
Language
Skills
• Work Keys/Keytrain
• Required, Proctored Lab
• Competency-based, Selfpaced
18
TN Colleges of Applied Technology
79% Graduation Rate
(Including All Math and English
Requirements for the Occupation)
19
Placement into
gateway courses and
programs of study
20
Percent of Students
Current Model Enrolls Most Students into
Remediation
Remediation
70%
Gateway
30%
Student Placement Data
21
Percent of Students
New Model Enrolls Most in College
Test Prep
or
Technical
Certificate
Gateway Course
with Corequisite
Support
10%
60%
Gateway
30%
Student Placement Data
22
Policy Objectives for Gateway Course
Success
1. Design STEM and non-STEM math
options.
2. The default placement for most students
will be gateway courses.
3. Provide additional academic support as
corequisite, not prerequisite.
4. Establish a placement range instead of a
single cut score.
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MATH ALIGNMENT
TO MAJORS
24
College Algebra’s Only Purpose:
Preparation for Calculus
College
Algebra
Calculus
S M
T
E
25
S
T
E
M
26
College Algebra’s Only Purpose:
Preparation for Calculus
College
Algebra
Calculus
S M
T
E
27
University System of Georgia
Mathematics Task Force:
“College Algebra was
designed explicitly to meet
the needs of students who are
preparing to take Precalculus
and Calculus.”
28
Carnegie’s Statway and Quantway:
alternative pathways to and through
college level mathematics
October 28, 2013
Mary Parker, Austin Community College
[email protected]
Carnegie Pathways
 The current system: 60-70% of cc students need at least 1
developmental math course. Only 20% of them will complete
that requirement within 3 years.

An alternative: Carnegie’s Statway and Quantway
– A different structure – to-and-through college math in 1 year
– Curriculum with relevant, authentic contexts
– Unique research-based pedagogy
– Embedded attention to non-cognitive factors
Research-practice partnership within a networked improvement
community, supported by rapid hub analytics
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A New Way: Coherent, Intensive Learning
Statway
Quantway
Semester
1
Elem.
Algebra
Semester
2
Int.
Algebra
College
Math
Credit
Semester
3 or more
College
Math
College
Math
Credit
What Colleges Traditionally Have Done
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The Results
 The traditional sequence:
– 6% of dev math students complete college credit within 1 year
– 15% of dev math students complete college credit within 2 years
 Statway 2011-12 and 2012-13:
–50% of dev math students received college credit within 1year
 The traditional sequence:
– 21% of students complete dev math requirements in 1 term
 Quantway 2012-2013
–60% of complete dev math within 1 term
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Pathways schools, Fall 2013
43 Community
Colleges
7 State
Universities
14 States
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Student voices
 “It’s very refreshing to be not only grasping it, but actually
interested in math…. It’s nice to wake up and be excited for
my first class of the day.”
 “This class has helped me in my other classes. This
has…exercised my mind enough for me to become a better
writer, believe it or not.”
 “I think I take a more careful approach instead of rushing
through it now. I take time to sit down and plan what I’m
going to do. I develop a strategy and carry it out.”
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carnegiefoundation.org/developmental-math
College Algebra’s Only Purpose:
Preparation for Calculus
College
Algebra
Calculus
S M
T
E
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PLACEMENT
37
At Last Year’s Convening . . . .
Multiple measures should be used to
provide guidance in the placement of
students in gateway courses and
programs of study.
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Building the Perfect Assessment
 High school Performance
(GPA/Senior Year Courses)
 High School Transcripts
 Placement/Entrance Exams
 “Grit”
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The Poor Reliability of Assessments
 Assessments are not precise – even GPA
 Large risk of misplacing students
 Can grit improve student success?
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A New Path?
Completed PreCalc
STEM
High School
GPA Between
2.0 and 2.5
ACT
Between
14-18
High Grit
ACT Below
14-18
Low Grit
Non-STEM
CTE
Path 1
Integrated OneYear Calculus
One Semester
Corequisite
Quantitative
Reasoning or Stats
Parallel or
Embedded Math
HS GPA < 2.0
or ACT < 14
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Duckworth’s Words of Wisdom
 Grit, like cognitive ability, falls within a
normal distribution.
 Our current higher education system was
built for students with high grit and high
academic ability.
44
Percent of Students
Current Model Enrolls Most Students into
Remediation
Remediation
70%
Gateway
30%
Student Placement Data
45
Duckworth’s Words of Wisdom
 Grit, like cognitive ability, falls within a
normal distribution.
 Our current higher education system was
built for students with high grit and high
academic ability.
 We don’t know if we can teach grit – but
we can remove the unnecessary barriers
that prevent student success.
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Percent of Students
New Model Enrolls Most in College
Test Prep
or
Technical
Certificate
Gateway Course
with Corequisite
Support
10%
60%
Gateway
30%
Student Placement Data
47
More Students in Gateway Courses
DON’T:
 Try to build the perfect test
 Create a new rigid system for sorting students
DO:
 Dismantle unnecessary barriers by placing the
vast majority in gateway courses
 Accept that the majority of students need some
support – cognitive and non-cognitive
 Provide that support in the college-level gateway
course – as a co-requisite
48
One Semester Corequisite Results
Institution
CC of Baltimore
County
Accelerated
Learning Model
Subject
Traditional Corequisite
Model
Model
English
33%
74%
English
49%
70%
11%
78%
8%
65%
Austin Peay State
University
Quantitative
Reasoning
Structured
Assistance
Statistics
49
TRANSFORMATION
AT SCALE
50
“…no public institution of higher education shall
offer any remedial support, including remedial
courses, that is not embedded with the
corresponding entry level course…or offered as
part of an intensive college readiness program,
except such institution may offer a student a
maximum of one semester of remedial support
that is not embedded provided such support is
intended to advance such student toward
earning a degree…”
An Act Concerning College Readiness and Completion
Subst. Senate Bill No. 40
State of Connecticut
51
“The Commission endorses the corequisite model as a statewide best
practice for postsecondary remediation
and affirms Ivy Tech Community
College’s goal of delivering 100 percent
of its remedial coursework through the
co-requisite model by 2014.”
Resolution to Redesign Remediation in Indiana
R-13-03.2
The Indiana Commission for Higher Education
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