Transcript Slide 1

NCTA National Conference 2012
Minneapolis
A Suite Solution: Diagnostics, Intervention, & Customized
Placement
Sharon Jacobsen, Rock Valley College
Deborah Anderson, Higher Education Consultant
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Here’s our plan
Discuss college readiness
Introduce ACCUPLACER//MyFoundationsLab
Review early pilot results
Q&A
Why is college readiness important?
Because competitive, global work environments require
more of our students to succeed in college in order to
compete.
Studies have shown that about one in five students
who enter high school will earn a college degree.
http://advocacy.collegeboard.org/
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“The Complexity of College and Career Readiness”
“Unfortunately, we’ve got a real complex situation, something that’s been
building for 200 years in the U.S., because we never designed our
educational system to prepare everyone for post-secondary education.
We have purposely and consciously disconnected our educational systems at
every level,…as the economy has changed, our social needs have changed
and the structure of our society has changed, we need an aligned, connected
system that creates the opportunity for all students to receive an education
that enables them, if they choose to do so, to continue learning beyond high
school.
That’s the heart of my definition, that’s the heart of the policy issue,
and that’s the heart of the problem at the same time.”
Dr. David Conley, CEO, Educational Policy Improvement Center (EPIC)
College & Career Readiness Symposium, April 24, 2012, Washington, DC
Seeking a definition
Students are “college ready” when they have the
knowledge, skills, and behaviors to complete a college
course of study successfully, without remediation.
“College Readiness” refers to the level of student
preparation needed to be ready to succeed – without
remediation – in an introductory level course at a two or
four year institution, trade school, or technical school.
A student who is “ready for college and career” can
qualify for and succeed in entry-level, credit-bearing
college courses leading to a baccalaureate or certificate,
or career pathway-oriented training programs without
the need for remedial or developmental coursework.
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College-Readiness Benchmark Scores
SAT Benchmarks
ACT Benchmarks
Critical Reading = 500
Reading = 21
Math = 500
Math = 22
Writing = 500
English Composition = 18
Science = 24
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Composite = 1500
Composite = 21
1500 composite score = 65% chance of
earning a 2.67 GPA or higher during first year
of college w/higher chance of graduating from
college.
Benchmark scores = minimum scores needed
to indicate 50% chance of obtaining a B or
higher or 75% chance of obtaining a C or higher
in the corresponding credit-bearing college
courses.
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College-Ready Placement Scores – 2 examples
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Dr. David Conley’s – 4 Keys to College & Career Readiness
• ‘College knowledge’
understanding college
admissions, college
culture, tuition,
financial aid, collegelevel academic
expectations
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•Self-monitoring, study
skills, time
management,
awareness of own
level of mastery,
selection of learning
strategies
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•Problem solving,
inquisitiveness,
precision & accuracy,
interpretation,
reasoning , intellectual
openness
Contextual
Skills &
Awareness
Key
Cognitive
Strategies
Academic
Behaviors
Key
Content
Knowledge
Educational Policy
Improvement
Center/EPIC 2012
www.epiconline.org
•Basic knowledge &
skills, writing,
algebraic concepts,
key foundational
content, “big ideas”
from core subjects
Our Community
Rockford, IL
Population:
150,000 (City of Rockford)
370,000 (Regional total)
Race:
68% White
18% Black
10% Hispanic
4% Other
Median Income: $38,000
Educational Attainment:
22% H.S. drop out
31 % H.S. graduate/GED
27% Some college
20% Bachelor’s degree or higher
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3 of 4 City of Rockford public high schools are identified
as ‘drop-out factories’ (Johns Hopkins University, 2007)
Our Institution
Rock Valley College
Location:
Rockford, IL; 85 miles northwest of Chicago, IL
Type:
Comprehensive two-year community college
Student Profile/Annual Enrollment:
8,600+ enrollment
4,700+ full-time
Average age - 25.9 years
Female - 59% Male - 41%
Ethnic Origin:
White - 78%
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Asian – 3%
Black – 10%
Hispanic – 8%
Native American – 1%
Readiness Study 1 – Developmental Placements at RVC, 2007-2010
Purpose(s) of study:
1) Identify # and % of students placing into developmental course(s) in English,
Reading, Math
Identify # and % of students placing at college-level in English, Reading, Math
2) Identify # and % of students required to take 1 subject of remediation
Identify # and % of students required to take 2 subjects of remediation
Identify # and % of students required to take 3 subjects of remediation
Study group:
All new students, all methods of placement for credit courses (ACT/SAT,
ACCUPLACER &/or college transcripts)
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Table 1. Number/Percentage of Students Placed by Subject
n
%
College-level
Developmental
Total
14305
5597
19902
71.9
28.1
College-level
Developmental
Total
15146
5873
21019
72.1
27.9
College-level
Developmental
Total
7133
9708
16841
42.4
57.6
English
Reading
Math
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Table 2. Number of Students Requiring Placements in Developmental Subjects
(Math, English, Reading)
Number of Placements
n
%
1 Subject
6637
53.2
2 Subjects
2997
24
3 Subjects
2849
22.8
Total
12483
100
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Readiness Study 2 – H.S. Juniors take ACCUPLACER, 2010-2011
College-Ready
Your score is at or above the state average for college-level
courses. Continuing to take challenging classes in your senior year will
prepare you for the rigor of college-level courses.
On Target
Your score is within reach of the state average for college-level
courses. Staying on your current path may yield placement into collegelevel classes. Plan to make the most of your senior year by taking a full
schedule of challenging classes.
See Your
Counselor
Your score is below the state average for college-level courses.
Staying on your current path may yield placement into non-credit
developmental (remedial) courses. Plan to make the most of your senior
year by taking a full schedule of more challenging classes to help prepare
you for college-level work.
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Here’s what we found out
College Readiness – Reading
Valid
College Ready
On Target
See Your Counselor
Course Placement
100 level courses
RDG 099
RDG 096, 092, 080, no placement
Frequency
582
279
448
1309
Percent
44.5
21.3
34.2
100
Course Placement
ENG 101
ENG 099
ENG 099, 097, 082
Frequency
626
154
528
1308
1
1309
Percent
47.8
11.8
40.3
99.9
0.1
100
Course Placement
MTH 120
MTH 093/094
MTH 091/092, 088,086
Frequency
220
234
853
1307
2
1309
Percent
16.8
17.9
65.1
99.8
0.2
100
Total
College Readiness – English
Valid
College Ready
On Target
See Your Counselor
Total
Missing System
Total
College Readiness - Algebra
Valid
College Ready
On Target
See Your Counselor
Total
Missing System
Total
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5 Myths of Post-Secondary Remedial Education
Myth 1
Remedial Education
is K-12’s Problem
Myth 2
Myth 3
Remedial Education
is a Short-Term
Problem
Colleges Effectively
Determine College
Readiness
Myth 4
Myth 5
Remedial Education
is Bankrupting the
System
Maybe Some
Students are Just
Not College Material
Wellman, Jane V. and Bruce Vandal. 5 Myths of Remedial Education. Inside Higher Education, July 21,2011.
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“Remedial education is the 800-pound gorilla
that stands squarely in the path of our national
objective to increase the number of adults with
a college degree. If we dispel these myths, the
solutions become clear.”
(Wellman & Vandal, 2011)
Get H.Ed. to articulate what it
means to be college-ready
1)
Implement college-ready
standards in H.S.
2)
Fund remedial education
programs in ways that reward
student success
3)
Customize coursework to meet
students’ needs
4)
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Early Pilot Results
ACCUPLACER/MyFoundationsLab Pilot
Our Pilot Group
UPWARD BOUND (TRIO grant program):
80 students
15-19 year olds
4 high schools; 3 school districts
At-risk of dropping out of H.S.
At-risk of not entering postsecondary ed./21st century careers
First generation
Low socio-economic status
60% female; 40% male
1/3 Latino; 1/3 African-American; 1/3 White
95% stay through Grade 12 and graduate
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ACCUPLACER/MyFoundationsLab Pilot
Educators
Content good for 11th & 12th graders
Fills in gaps in classroom learning/content
For students w/low scores on ACT’s Explore
& Plan
Glossary; it’s a good, useful tool
Assists w/review of past knowledge;
refreshes skills
Grade book feature(s)
Easy to learn w/basic computer knowledge
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ACCUPLACER/MyFoundationsLab Pilot
Educators
Content good for 11th & 12th graders
For 9th & 10th graders; they have not been
exposed to some concepts, particularly in math
Fills in gaps in classroom learning/content
For covering skills low students have never
learned
For students w/low scores on ACT’s Explore
& Plan
For students who lack attention to stay on task;
add games to keep students motivated
Glossary; it’s a good, useful tool
Appears to be ‘teaching for the test’
Assists w/review of past knowledge;
refreshes skills
For students who require more support than a
computer can give
Grade book feature(s)
Easy to learn w/basic computer knowledge
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ACCUPLACER/MyFoundationsLab Pilot
Students
MFL Reading helped on the November ACT
For learning math skills not introduced in class
yet
For re-learning stuff I forgot
Helped me learn math concepts quicker than
ever
Online, 24/7, videos, & examples before quizzes
For learning at my own pace & not being held
back
Helped me stay focused & separate the
important things from everything else
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ACCUPLACER/MyFoundationsLab Pilot
Students
MFL Reading helped on the November ACT
The long reading passages
For learning math skills not introduced in class
yet
Make it MORE interactive (animations,
music, games)
For re-learning stuff I forgot
That it’s not freshman-friendly
Helped me learn math concepts quicker than
ever
Needs more variety of questions/passages
Online, 24/7, videos, & examples before quizzes
Make it more challenging
For learning at my own pace & not being held
back
Make it easier
Helped me stay focused & separate the
important things from everything else
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ACCUPLACER/MyFoundationsLab Pilot
Post Pilot Survey – Students
86% Felt their skills improved using ACCU//MFL
90% Who took the ACT felt that ACCU//MFL would help improve
ACT scores
65% Explored the Study Skills
section and found it helpful.
82% Felt that ACCU//MFL helped
them better understand what
they needed to know to be
ready for college
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Cerritos College ACCUPLACER//MyFoundationsLab Pilot
Cerritos College, a two-year institution in Norwalk, California, created a special "prep“
course using ACCUPLACER//MyFoundationsLab to help 40 students whose
placement test results indicated the need for developmental course work, but who
could not register as these courses were full.
After using ACCUPLACER//MyFoundationsLab
Reading
English
Math
54% increased reading
scores
62% increased sentence
skills scores
46% improved course
placement level by one or
more courses
28% improved course
placement level by one or
more courses
40% improved course
placement level by one or
more courses
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ACCUPLACER/MyFoundationsLab Pilot
Some keys to success
Emphasize performance on initial ACCUPLACER diagnostic test(s)
Design w/ structure & accountability
Incentives are critical
Training
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Clear completion goals
Require student contact/use hours
Hands-on support from teachers/tutors
Tie to credit/grades/rewards
Re-test(s) for placement improvement
Early or guaranteed course registration
Tuition/program cost credit
Buy-in & product familiarity is essential
Lead staff must be well-trained in student &
instructor functions (ex. tools/reports to track
student progress)
Lessons Learned
•
•
•
Even only six weeks of engagement in
the ACCU//MFL program makes a
difference.
Focusing work in the arithmetic
modules appears to make the biggest
impact in improving math course
placement.
Students can feel overwhelmed by the
amount of content assigned.
•
Instructors/tutors continue to play a
key role in supporting students.
•
Instructor engagement translates to
student engagement.
•
Student feedback was extremely
positive: “The best way to start
college!”
Other Lessons Learned:
Motivation Matters—without a meaningful incentive, students do not engage in the
MFL content. The more successful pilots offered students a relevant, impactful
reason to engage.
Students will opt out of anything “optional.” ACCU//MFL must be somehow
integrated in the course or regularly monitored to ensure students stay on task.
Time on Task is key—a few hours here or there over a semester is not going to
make a difference.
Data from 4yr Pilot Institution
ACCURATE
Assess accurately, easily, and efficiently.
ENGAGING
Students receive a personalized, interactive learning
experience.
EASY TO USE
Students and administrators will find the program easy to
implement and use.
Thank You!