Transcript Developmental Education: Programs and Practices Across

Developmental Education:
Programs and Practices Across
Ohio Higher Education Institutions
Lana Evans (Chair) and David Haiduc
OADE Research Committee
Friday, October 22, 2004
Today’s presentation includes
Introduction to Research Committee
 A Review of Committee Purpose,
Responsibilities, and Goals
 Results from the first major study
 Conclusion and Discussion of
Results
 Future Research Projects

Vision for/Purpose of the Research
Committee

To enable the organization and its
membership to shape the caliber of
the public and political discussion
regarding developmental education.
Research Committee’s
Responsibilities
Conduct surveys of students, OADE
members, and institutions to gather
data for use in decision-making
 Maintain record of OADE members’
research activities
 Conduct studies which advance or
define the status of developmental
education

Research Committee Goals

To develop and implement a research
agenda
 Provide timely research that is useful and
practical
 Help position OADE as a well-respected,
credible, and visible resource for
practitioners, policymakers, parents &
students
Foundational Research Study
Current Project
Foundational research study that
examines and describes the
landscape of developmental
education in Ohio
 Provide the findings in a variety of
formats accessible to the
membership and public

Statement of the Problem

Ohio’s myriad approaches to
developmental education preclude
practitioners and constituents from
understanding and evaluating the
value of such programs.
Purpose of the Research

To develop a definitive and
descriptive resource that details
developmental education programs
and procedures in Ohio.
Literature Review

Three Major Studies :
– What Works: A Guide to ResearchBased Best Practices in Developmental
Education (Boylan, 2002)
– Remedial Education at Degree-Granting
Post-secondary Institutions (1998 and
2003)
Methodology

Survey Research

Population of 170 Ohio Institutions
– IPEDS Data (Title IV Institutions)
– Ohio Board of Regents data
Methodology

5 major Carnegie Classification types
– Doctoral/Research Universities
– Master’s Colleges & Universities
– Baccalaureate Colleges
– Associate’s Colleges
– Specialized Institutions
Instrumentation

Expert panel reviewed & approved
questionnaire prior to distribution

Effort to boost response rate:
– Identified appropriate contact
– National Center for Dev Ed Ex. Dir
– Self-addressed, pre-stamped envelope
– Follow-up phone calls
Instrumentation

Questionnaire Content
– 5 Major Sections
– NADE Definition of Dev Ed

General Dev Ed Information
 Diagnostic Assessment & Placement Procedures
 Developmental/Remedial Education Course Work
 Student Services and Academic Advising
 Services for Students with Disabilities
NADE Definition
Developmental education programs and services address:

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

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Academic preparedness
Diagnostic assessment and placement
Development of general and discipline-specific learning
strategies
Affective barriers to learning
Learning assistance
Tutoring, mentoring, and supplemental instruction
Personal, academic, and career counseling
(http://www.nade.net/A1.%20de_definition.htm)
Response Rate






170 surveys mailed
59 surveys received
34.71% response rate
44 of non-respondents were specialized colleges
(i.e. arts/music, medical, and business schools).
3 Specialized Colleges responded and offered
remedial course work
41% response rate if these schools are factored
out.
Institutions Responding by Highest Degree Offered
Specialized Masters Only
Religious Studies Institution
0.59%
1.76%
Arts Institution
Medical School
Doctoral/Research Universities
Master's Universities
2.35%
2.94%
7.65%
11.76%
20.59%
Baccalaureate Colleges
Associate's Colleges
0.00%
N=59
52.35%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
Selected Results
How would you categorize your Developmental Education
program/services?
38.46%
61.54%
Primarily decentralized Primarily centralized
N=52
Which of the following cognitive assessment instruments does your
institution use for students’ initial assessment/placement into courses?
ACT
54.24%
40.68%
COM PASS
SAT
35.59%
OTHER
27.12%
27.12%
OWN INSTITUTION'S
HS GPA
25.42%
11.86%
ASSET
TABE
6.78%
5.08%
ACCUPLACER
NELSON DENNEY
3.39%
0.00%
N=59 institutions
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
Do you measure students’ noncognitive
characteristics/variables?
27%
73%
No
N=56
Yes
Are the results from the noncognitive assessments used to make:
(Please check all that apply)
50.00%
45.00%
38.46%
40.00%
35.00%
30.00%
23.08%
25.00%
23.08%
20.00%
15.00%
10.00%
7.69%
7.69%
5.00%
0.00%
Admissions
Academic Support
Svcs
Other
Admissions and
Support Svcs
Support Svcs and
Other
Which of the following instruments do you use to measure noncognitive
characteristics/variables
(Please check all that apply)?
Canfield Learning Styles
Inventory
0.00%
Noncognitive questionnaire
12.50%
Study Behavior Inventory
18.75%
Learning and Study
Strategies Inventory
31.25%
37.50%
Other
0.00%
N=16 responses
5.00%
10.00%
15.00%
20.00%
25.00%
30.00%
35.00%
40.00%
Placement into remedial/developmental course work is mandatory based on
cognitive assessment in which of the following categories (Please check all
that apply):
50.00%
45.00%
40.00%
35.00%
30.00%
25.00%
20.00%
15.00%
10.00%
5.00%
0.00%
34.92%
33.33%
24.60%
7.14%
Math
N=126 responses
Reading
Writing
Not Applicable
Students self-assess their skills (i.e., no placement testing
occurs) in which of the following categories
(Please check all that apply):
11%
13%
13%
63%
Math
N=62 responses
Reading
Writing
Not applicable
At your institution students can bypass remedial coursework:
33%
52%
15%
With permission
N=52
Without permission
Not permitted to bypass
What Types of Institutions Allow
Students to Bypass Remedial?

17 colleges allowed bypass with
permission (13 AA, 4 BA)

8 colleges allowed bypass without
permission (3 MA/PhD, 2 BA, 3 AA)
Placement into programs/services that support students’
noncognitive development is mandatory based on assessment
results.
19.23%
80.77%
No
N=52
Yes
Which of the following services are offered to support students’
noncognitive/affective development?
86.44%
Tutoring
71.19%
Workshops (study skills, college success)
50.85%
Orientation (mandatory)
38.98%
Orientation (not mandatory)
33.90%
M entoring/coaching program
Learning communities
Other
20.34%
Support groups
18.64%
0.00%
N=59
22.03%
10.00% 20.00% 30.00% 40.00% 50.00% 60.00% 70.00% 80.00% 90.00% 100.00%
Does your institution offer remedial course work?
12%
88%
No
N=57
Yes
Please check the reasons that your institution does not
provide developmental/remedial course work.
(Please check all that apply)
14.29%
14.29%
71.43%
Our students do not need remedial
Institutional policies prohibit offering remedial
Students complete remedial at another institution
N=7 responses
Developmental/remedial course work is offered
in the following areas:
100.00%
90.00%
79.66%
81.36%
80.00%
70.00%
57.63%
60.00%
50.00%
40.00%
30.00%
20.00%
10.17%
10.00%
0.00%
Math
N=59 institutions
Reading
Writing
Other
What time of day does your institution offer remedial courses
(Please check all that apply):
11.88%
48.51%
39.60%
Day
N=136 responses
Evening
Weekends
Developmental/remedial courses are offered
(Please check all that apply):
10.00%
22.86%
67.14%
At a distance
N=70 responses
Web enhanced
Classroom only
Are students restricted from taking college-level courses
while enrolled in developmental/remedial course work?
Frequency
Percent
No
44
86.27%
Yes
7
13.73%
Total
51
100.00%
N=51 responses
Does your institution have formal/informal
agreement(s) with other institutions to provide
developmental/ remedial course work?
Frequency
Percent
No
55
96.49%
Yes
2
3.51%
Total
57
100.00%
N=57 responses
Which type of institution is typically the provider of your
institution's developmental/remedial course work
(formal or informal basis)
50.00%
45.00%
40.00%
35.00%
30.00%
25.00%
20.00%
15.00%
10.00%
5.00%
0.00%
42.86%
28.57%
14.29%
Public 2-year college
N=7 respondents
Public 4-year college
Private 4-year college
14.29%
Other
Which of the following learning assistance/facilitation programs is offered by your
institution?
A cademic advising
12.84%
Tuto ring
12.39%
10.81%
Career co unseling
10.14%
Wo rksho ps (time management, co llege success, etc.)
Orientatio n (sho rt-term)
9.91%
P erso nal co unseling
9.01%
6.98%
Freshman seminar co urse
Co ntent specific labs
6.31%
English fo r speakers/o ther languages
4.95%
M ento ring/co aching
4.95%
Supplemental instructio n
3.38%
Tuto ring (o n-line)
3.15%
2.48%
Learning co mmunities
A dult basic literacy educatio n
Orientatio n (On-go ing)
0.00%
N=444 responses
2.03%
0.68%
2.00%
4.00%
6.00%
8.00%
10.00%
12.00%
14.00%
At your institution, academic advising services are provided by:
Faculty
27.54%
Full-time academic advisors
19.57%
Success/Academic Support Center
17.39%
Combination of staff
15.94%
Part-time academic advisors
11.59%
Counselors
Other
0.00%
N=138 responses
6.52%
1.45%
5.00%
10.00%
15.00%
20.00%
25.00%
30.00%
Academic Advising
Academic Advisors at your institution are:
Not required to be licensed
professional counselors
98% (56)
Formally trained
59% (54)
Trained using in-house materials
83% (36)
What services does your institution offer for students with disabilities?
14.70%
Tutoring
12.60%
Test Proctors
11.81%
Note taker
Enlargement of materials
11.29%
Texts on tape
11.02%
10.50%
Tape recorders
9.19%
One-on-one reader
Scribe
8.92%
5.77%
M obility assistance
4.20%
Others
0.00%
N=381 responses
2.00%
4.00%
6.00%
8.00%
10.00%
12.00%
14.00%
16.00%
100.00%
90.00%
80.00%
70.00%
60.00%
50.00%
40.00%
30.00%
20.00%
10.00%
0.00%
W
hatdocum
entationdoesyourinstitutionacceptto
provideastudentwithaccom
m
odations?
(PercentofInstitutionsResponding)
77.97%
49.15%
IndividualEducationPlan(IEP)
45.76%
Multi-factoredevaluation
Diagnosisofdisability
IndividualEducationPlan(IEP) Multi-factoredevaluation Diagnosisofdisability
N=59 institutions
So What?


Developed our baseline description
Determined areas of potential weakness based
best practices
– mandatory placement not enforced
– little information collected on noncognitive
characteristics
– not restricting enrollment in other college courses


Opportunity to include your institution
Searchable database for use in informing
policymakers, parents, students, and
practitioners (Work in progress)
Future Research Needs and Ideas

Ideas for future research?
– Examples could include
• Develop a success rate database
• Disaggregate the data using IPEDS
Institutional Characteristics
Questions?
 Needs to be addressed by Research
Committee?

Contact Information


Lana Evans, Chair
Director of Grants and Research
Northwest State Community College
(419) 267-5511, Ext. 225
[email protected]
David Haiduc
Assessment and Testing Coordinator
Cuyahoga Community College
(216) 987-2515
[email protected]