Transcript Document

Developmental Education:
The times, they are a-changin’!
Linda Thompson, Chair
NADE Certification Council
[email protected]
The Times, They Are A-Changin’
Come gather 'round people
Wherever you roam
And admit that the waters
Around you have grown
And accept it that soon
You'll be drenched to the
bone
If your time to you
Is worth savin'
Then you better start
swimmin'
Or you'll sink like a stone
For the times they are achangin'.
--Bob Dylan, 1964
http://www.youtube.com/watch?v=e7qQ6_RV4VQ
Session Outline
• Current Situation in Developmental
Education and Learning Support
• The Completion Agenda: Impact of
mandates for redesign
• Promising Practices in Redesign
• Developing a Culture of Evidence: How do
I know if my redesign is working?
“New” Students
The Current Situation
• MANDATES!
• Intense scrutiny
• Resource reallocation, restructuring
and reduction
• Performance funding
• Limiting of access?
• Changing structures for student
support
Connecticut Overhauls
Remedial Education
An Act Concerning College Readiness and
Completion…
To allow all students open access to entry
level courses in a college level program and
prohibit public institutions of higher
education from forcing any student to enroll
in a remedial course.
http://cga.ct.gov/asp/cgabillstatus/cgabillstatus.asp?selBillType=Bill&bill_num=40&which_year=2012&SUBMIT1.x=11&SUBMIT1
.y=4&SUBMIT1=Normal
“Students whose test scores indicate the need
for developmental education must be advised
of options and may enroll in the
developmental education options of their
choice.”
Why So Much Focus on
Developmental Education?
• Policy-makers perceive DE as a symptom of a
larger educational system failure. Fixing the
educational system is an economic imperative.
• 20 years ago, the U.S. was ranked highest in the
world for the percentage of young adults (aged
25-34) with college degrees. Now, we are ranked
12th (2013).
• By 2018, 62% of all jobs will require a college
credential, and more than 1/2 of those will
require a bachelor’s degree.
BUT…
In 2013, 42% of U.S. adults aged 2534 held a post-secondary credential.
Who fills the remaining positions?
Organisation for Economic Co-operation and Development, (2013). Education at a Glance
2013: United States. accessed 8.26.14 at http://www.oecd.org/edu/
United%20States%20_EAG2013%20Country%20Note.pdf
Perceived Gaps in Preparedness
High School vs College Faculty
• Meeting Standards prepares students for college
level work – 74% vs. 35%
• English – 76% vs. 33%
• Reading – 72% vs. 36%
• Mathematics – 79% vs. 42%
• Science – 67% vs. 32%
• Student preparation is the same or worse than
five to ten years ago – 68% vs. 86%
ACT (2007). Aligning Postsecondary Expectations and High School Practice: The Gap
Defined. Accessed 3.7.14. www.act.org/research/policymakers/pdf/NCSPolicyBrief.pdf
The Current Situation with the
Common Core
http://www.corestandards.org/standards-in-your-state/
Developmental Education Still is the
Connector Between Access and Completion
• We will never reach the completion goals if we reduce access.
• What are the most effective bridges between access and
completion? What are the best redesigns?
Current Primary Players in
Redesign, Postsecondary
• National Center for Academic Transformation
(NCAT) http://thencat.org/
• Carnegie Foundation/Dana Center (Statway;
Quantway) http://www.utdanacenter.org/
(go to higher education)
• Achieving The Dream
http://achievingthedream.org
• Complete College America (CCA)
http://completecollege.org
NCAT Recommendations
1. Redesign entire sequence
2. Require active learning (“do math, read,
write”)
3. Provide classes in computer labs + use
software
4. Modularize course material/structure
5. Require mastery learning
6. Build in ongoing assessment
NCAT
6 Models for Course Redesign
• The Supplemental Model
• The Replacement Model
• The Emporium Model
• The Fully Online Model
• The Buffet Model
• The Linked Workshop Model
•
Accessed at: http://www.thencat.org/R2R/R2R%20PDFs/Six%20Models%20for%20Course%20Redesign.pdf
Carnegie Foundation/Dana Center
Statway
Quantway
• Non-STEM
• One-year pathway that
combines college-level
statistics with
developmental
mathematics
• STEM
• Focus on quantitative
reasoning; aims to
prepare students for
success in college-level
mathematics
Requires systemic change.
www.carnegiefoundation.org/developmentalmath
www.danacenter.org
Achieving the Dream
Characteristics of Successful Programs
1.
2.
3.
4.
5.
6.
Student coaching
Required student success course(s)
Additional fulltime faculty
The classroom is often “flipped”
Data-driven decision-making
Broad-based support from administrators, faculty,
and staff
7. Strong institutional research departments that
create accessible reports on student achievement
8. Regular and systematic evaluation of the program
9. Ability to scale up successful programs
Complete College America’s
Conclusion
“Remediation doesn’t work,”
said Stan Jones, the group’s
founder and president.
“We need to stop doing it.”
Read more: Paul Fain (June 19, 2012) Overkill on
Remediation? Inside Higher Ed.
http://www.insidehighered.com/news/2012/
06/19/complete-college-america-declares-warremediation#ixzz37M7tFuTR
CCA Recommendations
1. Mainstream “remedial” students into
college credit classes
2. Use co-requisite classes, exclusively
3. Extensive use of tutorial support for all
those who fall behind
4. Mandate “extra sessions” (even extra
classes) to remediate
Recent CCA Recommendations
5. Performance Funding
6. All students will be Full Time status to get
tuition support: Full time is 15+ credits
7. Colleges will cap degrees at 60/120 credits.
8. Guided Pathways to Success: Meta-Majors
What Does NADE Recommend?
Principles for Implementing StateWide Innovations in
Developmental Education
Principle # 1 – Identify baseline performance before
implementing mandates.
Principle # 2 – Include an evaluation plan.
Principle # 3 – Pilot innovations before mandating.
Principle # 4 – Allow for local flexibility.
Principle # 5 – Provide for
professional development.
Principles for Implementing StateWide Innovations in
Developmental Education
Principle # 6 – Recognize that there are no simple
solutions.
Principle # 7 – Involve those who will be
implementing innovations in planning.
Principle # 8 – Identify the impact of innovation on
minorities and the poor.
Principle # 9 – Identify what is
already working well.
The INTERNAL ASSESSMENT
and evaluation Cycle
PROGRAM
IMPROVEMENT AND
STUDENT SCUCCESS
ANALYSIS BY
FACULTY AND STAFF
MISSION/GOALS
SELF-STUDY
COMPARATIVE DATA
ACTION PLANS
BASELINE DATA
Your Experiences: Please share. . .
 Have you been involved in the creating, revising,
or implementing a new/improved model of
learning support or developmental courses?
 How many models did you consider/are you
considering?
 How involved were you involved in choosing the/a
model?
 What are you doing now that is working well?
 How do you know?
 What’s not working as well as hoped?
Historical Research on
Successful Program Elements
• Mandatory Assessment and Placement
• Trained Tutors – (Boylan, et al, 1994)
• Supplemental Instruction (SI) – (Blanc et
al, 1983, Rettinger & Palmer, 1996,
Ramirez, 1997)
• Continuous, Systematic Program
Evaluation (Boylan, 1999; Neuburger
1999).
Newer Research from CCRC
on Why Redesigns Fail
1. Colleges enact DE reforms in ways that
undermine their potential benefits.
2. Colleges tend to adopt minimally disruptive,
small scale approaches that cannot scale.
3. Colleges focus on DE reform alone, rather than
seeing DE as the litmus test of what needs to
happen institution-wide.
Edgecombe, N.; Cormier, M.S.; Bickerstaff, S; & Barragan, M.( June 2013).
Strengthening developmental education reforms: Evidence on implementation
efforts from the scaling innovation project. CCRC Working paper No 61.
Accessed 9.15.14 http://www.scalinginnovation.org/ strengtheningdevelopmental-education-reform/
“The real problem is that we value
being smart much more than we do
developing smartness.”
--Alexander Astin
“Rethinking Academic Excellence”
Liberal Education, Spring 1999
NADE: The National
Association for
Developmental Education
Resources
Action Items
Next Steps
NADE Chapters
www.nade.net
www.nadecertification.net
Thank you for coming!
Any questions?
Contact Information for the NADE
Certification Council:
Linda Thompson [email protected]
Karen Patty-Graham [email protected]
Jenny Ferguson [email protected]
Jane Neuburger [email protected]
David Otts [email protected]
Naomi Ludman [email protected]
References & Resources
Bennett, S. Morton, K., & Kevin, L. (2008), The “digital native” debate” A critical review of the
evidence. British Journal of Educational Technology, 39(5), 775-786.
Boylan, H.R. (2002), What works: Research-based best practices in developmental education.
Boone, NC: National Center for Developmental Education.
Casazza, M.E. & Silverman, S. L. (August 2013). Meaningful Access and Support: The Path to
College Completion. White Paper commissioned by The Council of Learning Assistance and
Developmental Education Associations (CLADEA). Available http://www.cladea.net
/white_paper_meaningful_access.pdf.
Chickering, A., & Gamson, Z. (1987). Seven principles for good practice in undergraduate
education. AAHE bulletin, 39, 3-7.
Clark-Thayer, S. & Putnam-Cole, L. (2009). The NADE Self-Evaluation Guides: Best Practices
in Academic Support Programs. Clearwater FL: H&H Publishing Co.
Community College Research Center (CCRC). (Sept. 2013). Student Success Courses for
Sustained Impact. Available at http://ccrc.tc.columbia.edu/media/k2/attachments/studentsuccess-courses-for-sustained-impact.pdf.
Connecticut General Assembly. An Act Concerning College Readiness and Completion. (May,
2012) At http://cga.ct.gov/asp/cgabillstatus/cgabillstatus.asp?selBillType
=Bill&bill_num=40&which_year=2012&SUBMIT1.x=11&SUBMIT1.y=4&SUBMIT1=Normal.
References & Resources
Edgecombe, N.; Cormier, M.S.; Bickerstaff, S; & Barragan, M.( June 2013). Strengthening
developmental education reforms: Evidence on implementation efforts from the scaling
innovation project. CCRC Working paper No 61. Accessed 9.15.14
http://www.scalinginnovation.org/ strengthening-developmental-education-reform/
Evergreen State College, National Summer Institute on Learning Communities:
http://www.evergreen.edu/washingtoncenter/institute/.
Florida State Gov’t. Website. Developmental Education in Florida College System
Institutions. At http://www.flsenate.gov/Committees/BillSummaries/2013/html/501.
Fain, P. (7 May 2012). Connecticut Legislature Passes Remedial Education Overhaul. Inside
Higher Education. At http://www.insidehighered.com/quicktakes
/2012/05/07/connecticut-legislature-passes-remedial-educationoverhaul#ixzz2gMHXjeDK
Fain, P. (5 June 2013). Remediation If You Want It. Inside Higher Education. At
http://www.insidehighered.com/ news/2013/06/05/florida-law-gives-students-andcolleges-flexibility-remediation .
Florida Bill 1720: Developmental Education in Florida College System Institutions. (20 May
2013). At www.flsenate.gov/Committees/BillSummaries/2013/html/50
References & Resources
Holschum, J. P. and Paulson E. (July, 2013). The Terrain of College Developmental Reading.
Executive summary and Paper commissioned by the College Reading & Learning
Association (CRLA). At http://crla.net/.
Mangan, K. (23 September 2013). Florida Colleges Make Plans for Students to Opt Out of
Remedial Work. The Chronicle of Higher Education.
National Association for Developmental Education. www.nade.net.
National Association for Developmental Education Certification Council.
www.nadecertification.net.
National Association for Developmental Education (NADE) and the National Center for
Developmental Education (NCDE). (2013). Principles for Implementing State-Wide
Innovations in Developmental Education. At
http://nade.net/site/documents/breakingnews /NCDENADEPRINCIPLES2013.pdf.
Neuburger, J.A. (Fall, 1999). Executive board position paper: Researcha nd
recommendations for developmental education and/or learning assistance programs in
the state of New York. Research & Teaching in Developmental Education, 16(1),5-21.
Parker, T. P. (2009). “Policy Issues” (ch3 ) In Dave Caverly and Rona Flippo, Eds. Handbook
of College Reading and Study Strategies. NY: Routledge.
PISA (Programme for International Student Assessment). Organisation for Economic
Cooperation and Development (www.OECD.org). At
http://www.oecd.org/pisa/faqoecdpisa.htm.
References & Resources
Holschum, J. P. and Paulson E. (July, 2013). The Terrain of College Developmental Reading.
Executive summary and Paper commissioned by the College Reading & Learning
Association (CRLA). At http://crla.net/.
Mangan, K. (23 September 2013). Florida Colleges Make Plans for Students to Opt Out of
Remedial Work. The Chronicle of Higher Education.
National Association for Developmental Education. www.nade.net.
National Association for Developmental Education Certification Council.
ww.nadecertification.net.
National Association for Developmental Education (NADE) and the National Center for
Developmental Education (NCDE). (2013). Principles for Implementing State-Wide
Innovations in Developmental Education. At http://nade.net/site/documents/
breakingnews /NCDENADEPRINCIPLES2013.pdf.
Neuburger, J.A. (Fall, 1999). Executive board position paper: Research and
recommendations for developmental education and/or learning assistance programs in
the state of New York. Research & Teaching in Developmental Education, 16(1),5-21.
Parker, T. P. (2009). “Policy Issues” (ch3 ) In Dave Caverly and Rona Flippo, Eds. Handbook
of College Reading and Study Strategies. NY: Routledge.
References & Resources
PISA (Programme for International Student Assessment). Organisation for Economic Cooperation
and Development (www.OECD.org). At http://www.oecd.org/pisa/
faqoecdpisa.htm.
PISA. Education at a Glance 2012: OECD Indicators. http://www.oecd.org/edu/eag2012.htm;
http://www.oecd.org/edu/EAG%202012_e-book_EN_200912.pdf.
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Note: United States). Organisation for Economic Co-operation and Development. At
http://www.oecd.org/unitedstates/48678896.pdf.
Texas Higher Education Coordinating Board. Texas Success Initiative. At
http://www.thecb.state.tx.us/index.cfm?objectid=233A17D9-F3D3-BFAD-D5A76CDD8AADD1E3.
Texas Higher Education Coordinating Board. Texas Success Initiative. At
http://www.thecb.state.tx.us/index.cfm?objectid=233A17D9-F3D3-BFAD-D5A76CDD8AADD1E3.
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References & Resources
United States Government Accountability Office (GAO). (September 2013). New Federal
Research Center May Enhance Current Understanding of Developmental Education.
Report to the Ranking Member, Committee on Education and the Workforce, U.S. House
of Representatives. GAO-13-656. At http://www.gao.gov/assets/660/657683.pdf
Washington State Board for Community and Technical Colleges. I-BEST: Integrated Basic
Education and Skills Training. Information at
http://www.sbctc.ctc.edu/college/e_integratedbasiceducationandskillstraining.aspx.