Transcript Slide 1

BSI Success Rates
• Do you know how many students
with basic skills needs succeed in
basic skills classes?
• Why should we care?
2
1. Approximately what percent of California
Community College students place into at least
one basic skills course in Reading, Writing, ESL
or Mathematics?
A. 0%
B. 25%
C. 35%
D. 50%
E. Over 70%
3
• The following slides are example questions using the
layouts in the Quiz Show template. View them in slide
show to see the answer animations.
Basic Skills
Students
Non-Basic Skills
2. Which of the following is true of basic
skills students in California community
colleges?
A. They generally assess uniformly low on placement tests
in all areas; reading, writing, math, and ESL
B. They may assess low on placement tests in one discipline
while testing at college-level in other areas (i.e. a college
level writer but require additional work in math)
C. They are easily identifiable in our classes by sex, age,
or ethnicity.
D. They usually have the learning and study skills
necessary to succeed in college-level work.
E. They are found only in the community colleges and are
only rarely found at the UC and CSU campuses.
5
The 2006-2007 data indicated that 54%
of CSU freshman were below college
level in Math
47% were below college level in English
3. How many students who start 3 or more
levels below college-level actually make it to a
college-level course?
A.
Less than 10%
B. 15- 30%
C. Approximately 40%
D. Over 60%
E. 80% or more
7
BSI CCC Statistics
ARCC
College Level Performance Indicator
State Rate
1. Student Progress & Achievement
51.2%
2. Completed 30 or More Units
70.4%
3. Fall to Fall Persistence
68.3%
4. Vocational Course Completion
78.2%
5. Basic Skills Course Completion
60.5%
6. ESL Course Improvement
44.7%
8
Progression
• Each year between 500,000 and 700,000 students take a basic skills
course.
• How many move on?
Number of
Students
2002-2003 to
2004-2005
2003-2004 to
2005-2006
2004-2005 to
2006-2007
126,307
122,880
123,682
The number of students completing coursework at least one level
above their prior basic skills enrollment within the three-year
cohort period.
9
4. Who Are the Community College
Students with Basic Skills Needs?
 55% female, 45 % male
 55% are citizens;18% are not citizens
(others unknown)
 45% are 21 or younger; 41% are over
26
Students who report working work
an average of 35 hours a week
10
Ethnicity
11
Ethnicity
% of Total
Headcount
% of Total
Enrollment in
Credit Basic
Skills & ESL
% of
Enrollment in
Non-credit
Basic Skills &
ESL
African American
7.49%
11.24%
6.23%
Asian/ Filipino/Pac
Islander
16.40%
17.00%
19.39%
Hispanic/Latino
28.79%
41.40%
43.72%
Native American
0.86%
0.92%
0.54%
White
35.40%
22.57%
18.69%
Total
100%
100%
100%
5. How Many Are Enrolled in Basic Skills
Classes?
70-85% assess into basic skills
27.4% take basic skills classes
Where are the rest?
12
6. What is the total success rate of
students in all three public California
College Systems?
The Latina/o California Community College Pipeline, 2002-03
100
Latina/o First Time
College Students
8
University of
California
75
California
Community College
17
California State
University
7
Transfer
1
University of California
6
California State University
Source: California Postsecondary Education Commission 2004; see also Omelas and Solorzano 2004.
From Martha A. Rivas, Jeanette Perez, Chrystal R. Alvarez, and Daniel G. Solorzano, An
Examination of Latino/a Transfer Students in California’s Postsecondary Institutions, CSRC
Latino
Policy and Issues Brief No. 16 (Los Angeles: UCLA Chicano Studies Research Center Press,
14
2007). Reproduced with permission.
7. What is the cost of remediation?
7. What is the cost of remediation?
So does ANYTHING Work??
Laura Hope, Interim Dean of Instructional Support
Who Are Our Students?
“Access Doesn’t Mean Success”
• 96% of students assessed are underprepared in either math, reading, or
writing
• 65% are deficient in all 3 categories
• 31% are first generation college students
• 21% have been out of school 5 or more
years
• Over 80% declare transfer as their goal
Basic Skills Success Rates
65
Success Rates
63
61
59
57
55
53
51
49
1997-98
Success Rates
1998-99
1999-00
1997-1998
1998-1999
19992000
57.2%
56.2%
54.9%
The Promise
The “foundation” student of today is the
transfer /certificate student of
tomorrow.
The Role of the Learning Center
• Provide academic support for
students
• Strengthen skills and competencies
• Provide a safe environment for
learning
• Promote values of self-advocacy
• Promote self-awareness about
learning
Creation of Success Centers
Instructional Program
Faculty Leadership
Serve all students and faculty
Student-centered learning community
Learning Center Pedagogy
• Promotes individualized instruction and
learning
• Promotes collaborative learning
• Ensures a risk-free environment
• De-emphasizes grades and judgment
• Promotes affective development of the
learner
• Promotes a sense of community with the
institution
• Supports and imitates the values of the
classroom
The Traditional Model for
Learning Centers
• Dominated by tutoring
• Practice skills
• Word processing and research
Learning Center Curriculum
• Directed Learning Activity
• Study Group
• Workshop
• Tutoring
• Lab Resources
Percent of Students
Unduplicated Number and Percent of
Students Who Accessed into
Success Centers Annually
50
45
40
35
30
25
20
15
10
5
0
43.6
43.5
45.8
37.1
26.7
2000-01
2001-02
Number of Students Each Year
Who Access the Success Centers
(Annual)
Accessed Success Center
Unduplicated Headcount
2002-03
20002001
2003-04
2004-05
20012002
20022003
20032004
20042005
7,573
11,712
12,526
11,991
12,746
28,312
31,531
28,741
27,596
27,857
Number of Contacts
Annual Number of Student Contacts at
Success Centers (Contacts of 15 min. or more)
200,000
180,000
160,000
140,000
120,000
100,000
80,000
60,000
40,000
20,000
0
2000-01
2001-02
Annual Number of Student
Contacts at the Success
Centers (15+ minutes only)
20002001
Number of Contacts
73,685
2002-03
20012002
2003-04
20022003
2004-05
20032004
20042005
147,774 177,024 164,037 182,075
Relationship between Success Center
Access and Success in Transfer Courses:
2004 – 2005
100%
Did Not Access a Center
Success Center
90%
80%
70%
74%
60%
50%
61%
40%
30%
20%
10%
0%
Success
Relationship between Success Center
Access and Success for Basic Skills Students
100%
90%
Did Not Access a Center
Success Center
80%
70%
60%
50%
65%
58%
40%
30%
20%
10%
0%
Success
Percent of Degree & Certificate Earners Who
Completed at Least One “Basic Skills” Course
45
Degrees
40
Certificates
35
Percent
30
25
20
15
10
5
0
1997-98
1998-99
1999-00
2000-01
2001-02
2002-03
2003-04
2004-05
Percent of Transfer Students
Percent of Students Who Completed at Least One
“Basic Skills” Course Who Subsequently
Transferred to a Four-Year Institution
25
20
15
10
5
0
1997-98
1998-99
1999-00
2000-01
2001-02
2002-03
2003-04
2004-05
Honoring the Promise
“I love the Success Center and feel without it I would
have been totally lost.”
_____________________________________________
 95% of students surveyed agree or strongly agree that a
connection exists between Success Center and classroom
activities
 41% of students accessed a Success Center at least twice
a week
 27% of the students who used a Success Center accessed
two or more Success Centers
Reflections and Questions
Lynn Wright
Pasadena City College
I understand what faculty inquiry is
and does.
1.
2.
3.
4.
5.
Strongly agree
Agree
Disagree
Strongly disagree
Not sure
20%
1
20%
2
20%
20%
3
4
20%
5
We put basic skills students in exactly
the same learning environments in
which they have failed to learn for years
and expect them to succeed.
Mr. Anderson, may I be excused?
My brain is full.
We put basic skills FACULTY in
exactly the same learning
environment in which they have
failed to learn for years and expect
them to succeed.
Next time don’t suck so hard.
A Major Observation about Faculty
Practice
Teachers experience tension between the way they
should teach and the way they actually teach.
Most adjust to the misalignment.
Examples of Misalignment
• Coverage
“I know I’m going too fast, but I have to cover ten
chapters.”
• Reading and Writing
“My students need to read and write well to succeed in my
class, but I’m not an English teacher.”
• Lectures
“Lectures bore me too, but that’s the way it is.”
• Tests
“She demonstrated her knowledge of the material over
and over in class but failed the test.”
• Affective components
“My students are so poorly prepared to be college
students, but it’s not my job to teach them those
things.”
Achieving Alignment
Intensive, active inquiry among
dedicated faculty
The most important reason to do
faculty inquiry is
1.
2.
3.
To transform our
attitudes and practices
To foster collegiality
To gain a deeper
understanding of
teaching and learning
33%
1
33%
2
33%
3
Why Engage in Inquiry?
To gain a deeper level of
understanding of teaching and
learning
To transform our attitudes and
practices
To improve student success
What is Faculty Inquiry?
It’s a structured, ongoing
process that is…
• faculty-driven
• problem-based
• outcomes-driven
• collegial and collaborative
Intermediate Algebra
FIG
PROBLEM TO EXPLORE
WHY DO SO MANY MATH FACULTY
FIND INTERMEDIATE ALGEBRA
ONEROUS TO TEACH?
Intermediate Algebra FIG
Participants and Resources
Participants
• 1 full-time math
faculty lead
• 6 full-time math
faculty
• The math dean
• 1 non-math faculty
facilitator
Resources
• PCC’s Teaching and
Learning Center (TLC)
staff, counselor, and
tutors
• PCC’s Institutional
Planning and Research
Office
• Claremont Graduate
University external
evaluators
• Carnegie Foundation staff
and SPECC participants
FIG Outcomes
Short-term:
•Identify challenges to
teaching Intermediate
Algebra
Mid-term:
•Develop approaches to help overcome key
challenges to teaching Intermediate
Algebra
Long-term:
•Increase student success
Which one is not a feature of the FIG
process?
1. Problem-based
2. Always
collaborative
3. Outcomes driven
4. Faculty-driven
25%
25%
25%
25%
1
2
3
4
FIG Discoveries
• Word problems are hard: students
avoid them and teachers struggle to
teach them
• Too much material to cover
• New concepts in last chapters rushed
through (run out of time)
• Hard to find time to show students
real-world applicability
Intermediate Algebra FIG
Carnegie Foundation for the Advancement of Teaching
Windows on Learning
http://gallery.carnegiefoundation.org/s
pecc/specc/specc_homepage.html
Possible FIG Questions
English
•How
much time should we spend on “non
English” issues?
•How engaging are our online resources?
Math
•If
we reduce the number of concepts covered,
how will we affect student learning?
•Are there different assessment forms we can use
to address diverse learning styles?
Two Reasons Why Inquiry Is
Essential to Our Practice…
1. Diverse and everchanging student
population results in
diverse and everchanging challenges.
2. Practice What We
Preach!
– Are we not critical
thinkers, problem
solvers,
knowledge
builders, and
lifelong learners?
FIG Action Plan
•
•
•
•
•
•
•
Ask a research question/Identify a problem
Create a hypothesis
Review the secondary research
Create outcomes
Conduct primary research
Review and evaluate
Disseminate findings
I understand what faculty inquiry is
and does.
20%
1.
2.
3.
4.
5.
20%
20%
20%
3
4
20%
Strongly agree
Agree
Disagree
Strongly disagree
Not sure
1
2
5
A Question to Consider
What are your questions about
students and student learning?
Dr. Barbara Jaffe
Associate Dean, Academic Affairs
El Camino College
Puente’s Mission Since 1981
Through academic preparation—to increase
the number of educationally disadvantaged
students who:
• Enroll in 4-year institutions
• Earn college degrees
• Return to the community as mentors and
future leaders
1981 Puente Student Demographics
• Mexican-American and Latino students
• Did not seek academic counseling
• Were not enrolled in college level writing
courses
• Were the first in their families to attend
college
Today?
Puente Student Profile
• Latino students: highest dropout rate in
community colleges (94.1% of Latinos in CA won’t
complete their AA Degree)
• From families with no college experience
• From low-income areas
• Have a record of low performance for
participation in college-track classes
• Most test at pre-transfer level English course skill
level
Puente Student Profile
• Fluent English speakers
• Many are second or third generation
Mexican/Americans
Generally avoid counselors and English classes
• Inexperienced writers
• Grade point averages are quite low
• Unclear career goals
• Few are likely to transfer to four-year colleges and
universities
Three Areas of Service
• Teaching
• Counseling
• Mentoring
Today:
• 65 community colleges
• 36 high schools
Puente Project Format
• Cohort of 30-35 students, together for 2
semesters
• Students begin in developmental English course (1
semester below transfer level)
• Latino literature used in the first semester writing
course—working on creating their writers’ voices
• Counselor teaches the Human Development
course
• Counselor is often in the English classroom and
the writing instructor often attends the HD course
The Puente Classrooms Facilitate:
• Interdependence
• Personal responsibility
• A sense of community
• Connection to academics
• Culturally responsive teaching
Paradigm Shift
Why is Puente Successful?
• Foundation of Trust (Healy 1990)
• Ways in which we learn: “personal,
experiential, emotional, intellectual,
ethical, and practical” (Gillespie 2002,
225)
• Self-reflection in the learning process,
reinforcing self-confidence (Cross 1981)
Puente’s Success…continued
• Curriculum integrating academic with
social, emotional, spiritual elements to
address the total student (Rendon 2002)
• Change occurs when a community is
created around people—where new beliefs
can be practiced, expressed, and nurtured
(Gladwell 2002)
The Familia Model in the Classroom
• Validation of the student’s inner life
• Connection between life experiences and
classroom work (validation and meaning)
• Connection between their work and their
peers’ work (interdependence)
The Writing Component…
• COMFORT WITH SELF
• WRITING ABOUT SELF
• FINDING WRITER’S VOICE
• COMFORT IN ACADEMICS
The Puente Project:
What We Have Learned
We’ve learned that the students leave the Puente
class with a sense of being writers, that they have
developed processes they can use. We’ve learned that
the students do not have to develop into Grade A
academic whizzes by the end of that one Puente year.
They simply have to learn how to write the way the
rest of us who have been more fortunate in our
educational experiences do. We’ve learned that the
students can be prepared to handle the bureaucracy
of the educational system. We’ve learned the
transforming power of the Puente mentors and the
active, engaged community they represent. We’ve
learned that in a year a great many changes can
happen in the right context, in a supportive
environment. These changes are almost exponential.
Pupils go from writing almost nothing to writing
confidently and at length.—Dr. Mary K Healy (1990)
Puente Works!
Puente Works!
Match the effective practices to the
outcomes:
Faculty Inquiry
Contextualized Basic Skills
Math and English
Tutorial Centers
Motivation and Confidence
Bridge Programs
Curricular Changes
Puente
Integrated Approaches
Diagnostic and Specific
Disciplinary Aid
Integrated Curriculum
Holistic and Culturally
Appropriate
We need an educated California!