Transcript Document
Redesigning the Developmental Math Curriculum for Increased Student Success: A Case Study from the Virginia Community College System
Dr. Catherine Finnegan
Virginia Community College System Office
Dr. Matthew Schultz
McCann Associates
National College Testing Association Minneapolis, MN August 4, 2012
Virginia’s Community Colleges
23 colleges on 40 campuses 287,000+ Headcount Students;128,000+ FTE Students 3 out of 5 undergraduates (in-state, public) attend a VCCS college 3 out of 5 minority undergraduates (in-state, public) in VA attend a VCCS college
Aggressive Student Success Goal
Increase the number of students graduating, transferring, or completing a workforce credential by 50%, including increasing the success of students from underserved populations by 75%
A Case For Change
57% of Fall 2007 FTIC Cohort placed into developmental mathematics English Only; 6% College Ready; 15% Math Only; 29% Did Not Take; 22% Math and English; 28%
Of those students…
100% 80% 60% 40% 20% 0% 70% 68% 48% Reading Writing 2007 Cohort Mathematics
Percent Passing Developmental Course on First Attempt
And then what happens….
Developmental students College-level only students Success 31% graduate or transfer 42% graduate or transfer What Happens to These Students?
7 out of 10 do not graduate or transfer 6 out of 10 do not graduate or transfer
Overarching Goals of Redesign
Reduce
the need for remediation
Decrease
the length of time spent in developmental courses
Increase
the proportion of students reaching success measures of graduating or transferring
Vision and Direction
Overview of Teams Dev Ed Task Force (2008-09) Dev Math Redesign Team (Spring 2010) Dev Eng Redesign Team (Spring 2011) Curriculum Team (Fall 2010) Curriculum Team (Fall 2011) Campus Implementation Leads (Spring 2011
) Placement Test Team (Spring 2011) Implementation Support Team (Spring 2012) Campus Implementation Leads (Spring 2012
) Placement Test Team (Spring 2012) Developmental Education Coordinators
Redesigned: Developmental Mathematics
• Streamlined Content – forward-looking into college curricula
Content
• Nine 1-credit courses beginning January 2012
Courses
• New placement/ diagnostic instrument launched November 2011
Placement
• College determined within framework
Delivery
• College Implementation Teams • Professional development
Faculty
• College visit initiative Spring Semester 2012 • Preliminary data
Assessment
Curriculum Guides
Pathways by Program of Study
Placement and Diagnostic Tests STEM Business Administration Liberal Arts Precollege Units 1-5 Precollege Units 1-5 Precollege Units 6 - 9 Curriculum Specific Credit Courses Career Technical Education Curriculum Specific Precollege Units
VPT Development Process McCann
Blueprint Development Test Flow/Diagram Content Alignment Pilot Test Cut Score Development Continuous Field Testing Psychometric Monitoring
Test Flow Process
Stakeholders VCCS faculty VCCS administration McCann psychometrics McCann test development McCann operations
Test Blueprint Development
Review VCCS curriculum guides and materials VCCS content experts met with McCann internal experts for 2 day planning sessions Result was custom-developed and aligned blueprints
Content Alignment
McCann Test Development Review VCCS competencies and test flow Assimilate material Review existing item banks Identify gaps Develop content where required
Pilot Test
Conducted a pilot using McCann testing platform All VCCS colleges participated – 6000+ Sample frames and test formats optimized Represent the system accurately Robust psychometric data
Cut Score Development
McCann led process VCCS Faculty served as SME’s Cuts developed for each assessment, based upon standard setting process Pilot data provided supplemental guidance Cut scores considered preliminary
Infrastructure
• Course Approval • Student Information System (SIS) • Policies
New Courses
• College setup • Score upload to SIS • Test Administrator training
Placement
• Impact of new model • Communication
Financial Aid
• Student Development Course • Advisor Training • Communication to Students
Student Services
• College Implementation Leads identified and working
Faculty Involvement
• Symposium • Institute • “Quick Track”
Professional Development
Assessment Placement Results Success in Develop mental Success in College Work Outcome Success (Graduation or Transfer)
Implementation Support Team
Math Faculty System Office Staff K-12 Representative
College Visits
Continuous Field Testing
New content constantly tested to expand item banks/diagnostic forms Field testing occurs within context of placement testing Test takers unable to identify which content is operational versus field test
Ongoing Psychometric Monitoring
Post launch ongoing review of item performance Item statistics DIF analysis Cut Score reviews and validation Ongoing
Next Steps
Mathematics English Professional Development Assessment Continue to monitor implementation Implement placement Fall 2012 Implement courses Spring 2013 Develop comprehensive plan and provide strategic offerings Assess effectiveness of new models and improve as indicated
Lessons Learned… So Far
Develop shared understanding of problem using data Determine scope of solution and set clear goals Identify promising models Secure support at all levels Leverage faculty leaders
Examine policy Leverage governance process and existing structures Adopt a continuous improvement model with robust assessment Communicate, communicate, communicate!
www.vccs.edu/deved
www.mccanntesting.com/