Transcript Student Right-To-Know Presentation

Mapping Noncredit Pathways to
Student Success and Linking to
Credit Coursework (CB21)
Carole Bogue-Feinour, Vice Chancellor Academic Affairs, CCCCO
Patrick Perry , Vice Chancellor of Technology, Research, & Info Systems, CCCCO
Janet Fulks, ASCCC, BSI
Marcy Alancraig, Cabrillo College, BSI, English
Joan Cordova, Orange Coast College. Math
Marsha Elliot, OCC Continuing Ed
Alicia Munoz, Grossmont College, ESL
Bob Pacheco, Barstow College, Reading and Math
Who are you?
• How many faculty from each discipline?
• How many part timers?
• Table work: Collect three main misconceptions
about non-credit
Noncredit: The Bird’s Eye View
From the REPORT ON THE SYSTEM’S
CURRENT PROGRAMS IN ENGLISH AS A
SECOND LANGUAGE (ESL) AND BASIC
SKILLS Jan 2008
Unduplicated Student Enrollments in Credit and
Noncredit Basic Skills and ESL
Jan 2008
ENROLLMENT
CATEGORY
BS-ESL (credit)
BS-ESL (noncredit)
No BS-ESL
Total
ENROLLMENT
326,478
393,004
1,901,963
2,621,445
% OF TOTAL
ENROLLMENT
12.45%
14.99%
72.56%
100%
What do we know?
• Many who should be enrolled in Basic Skills and
ESL are not
• Currently, noncredit serves the same number or
more of students as credit
• You can not talk about basic skills without
talking noncredit
Enrollment in Credit and Noncredit by
Ethnicity
ETHNICITY
AFRICANAMERICAN
ASIAN/FILIPINO/
PAC ISLANDER
HISPANIC/
LATINO
NATIVE
AMERICAN
OTHER,
NONWHITE
WHITE
UNKNOWN
TOTAL
% OF TOTAL
Credit
ENROLLMENT ENROLLMENT
Noncredit
ENROLLMENT
% OF
ENROLLMENT
36,688
11.24%
24,470
6.23%
55,529
17.00%
76,208
19.39%
135,156
41.40%
171,821
43.72%
2,987
0.92%
2,115
0.54%
6,485
1.99%
7,420
1.89%
73,702
22.57%
73,459
18.69%
15,931
4.88%
37,511
9.54%
326,478
100%
393,004
100%
What do we know?
• Many currently enrolled are students of
color
• Hispanics use noncredit more frequently
than other groups
• ESL programs contribute a great deal to
this effort
Your Work is Essential
• Making noncredit work visible
• Documenting student success
• Communicating the resources necessary to
maintain this important work
Why is this Important and Why Are We
Here?
• Coding for your courses – some coding is
incorrect – we are here to fix it
• Coding is our tool for reporting
• Enhanced Funding Accountability
• If you think this is a Mission Impossible – it has
been done before by credit faculty.
• You can do this!
SB 361 Enhanced Noncredit Funding
and Accountability Report
• Accountability requirements for non-credit
under due to SB 361
• $19,556,985 to 30 districts
• Funding for aligned courses that end in a
certificate of completion or certificate of
competency
• What can we do?
▫ Describe how courses align
▫ Define the certificate curriculum and skills
Additional Funding for Non-credit
and Basic Skills
• ESL/basic skills allocations, $31.5 million
annually
*college allocation based on ESL/basic skills
FTES, including
noncredit FTES
*Framework for ESL/basic skills
accountability, the second
Supplemental ARCC report
How Must We be Accountable
• Accountability reporting using MIS data
• Currently it is not well understood or welldefined for non-credit
• There is probably more variation in non-credit
than credit
• Even more difficult when we describe student
success rate
Accountability Reporting
• Our current ARCC
• *Two Supplemental ARCC Reports
--SB 361
--ESL/basic skills Accountability
• Noncredit report on noncredit repetition
• IPEDS and other such required reporting
What is this about?
• Accountability and money- compare to
sustainability
• Background information to get them up to speed
• CB 21 wrong
• Accountability for noncredit
• Needing to show progress
What Does Accountability mean for
Credit Courses?
• First we will describe credit accountability
• Then we will explain how we are trying to create
a clear and reasonable picture of non-credit
work
• MIS = Management Information Systems
What Coding Tell Us
• Besides the status of the course credit/noncredit,
transfer/basic skills
• This tells us student needs – success and
retention
• Student Progress – to certificates and degrees,
through course pathways
• Today we want to focus on Student Progress
through Courses
A Credit Example:
MIS Data Element CB21
• CB21=Course Prior to College Level
• Chancellor’s Office MIS system collects all
course info each term
• Courses are coded for identification purposes
▫ TOP code, credit/noncredit status, transfer status,
units, basic skills status, SAM/voc code, etc.
• Funding allocations are based on the coding
• FTES determinations and other reports are
determined by coding
MIS Data Element CB21
• Last changed in 1994
▫ Defined number of “codeable” levels at 5 (xfer + 4
below)
▫ Is used across math/English/reading/writing/ESL
▫ Has little curricular definition of levels
MIS Data Element CB21
Is used for a lot of accountability reporting
Which in turn is used to justify investments and
expenditures in basic skills
ARCC Technical Advisory Group: defines metrics
for mandated reports
Is necessary to show student progress through
basic skills curriculum
4…3…2…1…transferrable
The Process to Document Progress
• To understand this in non-credit, you need to
understand how it is used in credit
Basic Skills Progress
• For the aforementioned cohort:
▫ Percent who completed any degree-applicable or
transfer level math/Eng/ESL (in same curricular
lineage)
▫ Percent that eventually earn a degree/certificate,
and/or transfer/transfer prepared
CB21 credit basic skills improvement
Basic Skills Improvement Rate (ARCC)
Credit courses only: math, English, reading
Completed (A,B,C,CR) any basic skills course at 2
or more levels below
Within 3 years, successfully completed a higher
level basic skills course of same discipline
Anywhere in the system
 Current
data range: 24%-62%, avg 49%.
CB21 Credit ESL Improvement
ESL Improvement Rate (ARCC)
Credit ESL courses only
Within 3 years, successfully completed a higher
level ESL course
Anywhere in the system
Current data range: 0% to 81%, avg. 42%
What CB21 is used for
Proposed Basic Skills Supplemental Report:
Percent of Assessed Students
Recommended for Placement
into levels of credit basic skills
math/English/ESL courses (as defined by CB 21)
in a given year
done by annual survey of colleges
Coding CB21
• Normally done at campus
• Saved in local ERP system (Datatel, Banner,
Peoplesoft, etc)
• Sent to System Office end of term by local MIS
• Reports run thereafter (ARCC)
• Resubmission always allowed and welcome
Problems arise when…
• Miscoding (wrong TOP, ??credit??levels,
basic skills status)—humans and transference
• Recoding term to term without change in
actual curriculum (solved with unique_id#)
• Ambiguity of data element codes
• The outcomes are not documented as grades
or credit – Hello noncredit
What do we need to do to correct the
problems?
• We need a rubric to show levels and progress
• We need a means of including noncredit such as
ABE and ASE in progress accountability
• We need to identify linkages between credit and
noncredit
Establishing a Rubric
• Is not standardization
• Does not drive curricular changes
• Is not common course numbering or articulation
• IS a mapping exercise designed to maximize our
ability to show student progress AND your good
work
Things to Consider
• If you code every basic skills class at 4+ levels
below, you will have few improvements
• It pays to have a full “progression sequence”
using as many levels as are available to show
differentiation
Things to Consider
Making Changes
• All MIS data must be submitted through your
normal MIS data submission process
▫ Contact your CISO; change usually made in your
ERP system
• Setup a formalized coding process for courses
▫ We’d love to do it centrally, but…there are
150,000 courses a year
Why is this Important and Why Are We
Here?
• Coding for your courses – some coding is
incorrect – we are here to fix it
• Coding is our tool for reporting
• Enhanced Funding=Enhanced Accountability
• If you think this is a Mission Impossible – it has
been done before by credit faculty.
• You can do this!
What is “Course Prior to College
Level”?
 It
is the course “level”, in terms of number of
levels below the transferrable level
 It is used primarily for basic skills/remedial
courses, not transferrable courses
 It is used only for English, writing, ESL, reading,
or mathematics
 Can be used for credit, noncredit
MIS Data Element CB21
• CB21=Course Prior to College Level
• Chancellor’s Office MIS system collects all
course info each term
• Courses are coded for identification purposes
▫ Top code, credit status, transfer status, units, basic
skills status, SAM code, etc.
MIS Data Element CB21
• Is one of the most disparately coded data
elements we have
• Is controversial in many ways
▫ Limits number of “codeable” levels at 5; colleges
locally have more or less
▫ Is used across math/English/ESL
▫ Does not necessarily mean the same thing across
colleges
MIS Data Element CB21
• Is necessary to show student progress through
basic skills curriculum
▫ 4…3…2…1…transferrable
• Is used for a lot of accountability reporting
▫ Which in turn is used to justify investments and
expenditures in basic skills
Accountability Reporting
• ARCC (Accountability Report for Community
Colleges)
▫ ARCC CDCP Noncredit Supplemental report
▫ ARCC Basic Skills Supplemental Report
• All of these have metrics in them that use CB21
to show student progression through basic skills
CDCP Noncredit Funding
• State has agreed to pay extra $$ for CDCP
Noncredit category
• State has requested accountability reporting for
these monies
▫ CDCP represents programs that lead to certificates
and movement into credit
▫ These are the metrics desired by State in
evaluating CDCP effectiveness
CDCP Noncredit Accountability
• Take first-time CDCP students, track forward
▫
▫
▫
▫
Look at term to term persistence
Look at completion of CDCP or other award
Look at movement into credit
“course success” cannot be measured
▫ Progress through CDCP noncredit basic skills
ladders is missing due to lack of consistent coding
in CB21
ARCC Metrics
• Basic Skills Improvement Rate (ARCC)
▫ Credit courses only
▫ Completed (A,B,C,CR) any math/Eng basic skills
course at 2 or more levels below
▫ Within 3 years, successfully completed a higher
level basic skills course of same discipline
 Anywhere
in the system
What CB21 is used for
• ESL Improvement Rate (ARCC)
▫ Credit ESL courses only
▫ Completed (A,B,C,CR) any ESL course at 2 or
more levels below
▫ Within 3 years, successfully completed a
higher level ESL course
 Anywhere in the system
What CB21 is used for
• Basic Skills Supplemental Report: Basic Skills
Progress Rate (Proposed)
▫ Track freshmen forward 8 years that attempted
any basic skills course any time
▫ Report by the lowest level of
math/English/ESL ever attempted (>=4 levels
below transferable level; 3, 2, 1 levels below;
CR, NC).
Basic Skills Progress
• For the aforementioned cohort:
▫ Percent who completed any degree-applicable
or transfer level math/Eng/ESL (in same
curricular lineage)
▫ Percent that eventually earn a
degree/certificate, and/or transfer/transfer
prepared
Percentage of assessed students
recommended for placement
(Supplemental)
• into levels of credit basic skills
math/English/ESL courses (as defined by CB 21)
in a given year
• (done by annual survey of colleges)
Coding CB21
•
•
•
•
•
Normally done at campus (CIO??)
Saved in local ERP system (Datatel, Banner, etc)
Sent to System Office end of term by local MIS
Reports run thereafter
Resubmission always allowed and welcome
Problems arise when…
• Miscoding
• Recoding term to term without change in actual
curriculum
• College X’s 3 levels below in math is different
than College Y’s 3 levels below in math
▫ We need a rubric as to what these mean across
campuses for each discipline.
Establishing a Rubric
•
•
•
•
•
Is not standardization
Does not drive curricular changes
Is not common course numbering or articulation
Is not MIS wagging the dog
IS an alignment/mapping exercise designed to
maximize our ability to show student progress
Rubric: Math
• Currently, CB21:
▫ A=prereq. for transfer math (Intermediate
Algebra)
▫ B=prereq./prep. for “A” (Algebra I/Elem.
Algebra)
▫ C=prereq./prep. For “A/B” (Arithmetic)
▫ Y=>3 levels below transfer level (N/A)
Rubric: English
• Currently, CB21:
▫ A=prereq. for transfer Eng. Comp. (Subject A)
▫ B=prereq./prep. for “A” (N/A)
▫ C=prereq./prep. For “A/B” (N/A)
▫ Y=>3 levels below transfer level (N/A)
Rubric: Writing, Reading, ESL
• Not addressed at all
CB21
• Is used for BOTH credit AND noncredit courses!
• “Ownership” of CB21 lies with YOU and the local
campuses
• Is a State-level data element, so it cannot have
“local” definitions
▫ Since evaluations of performance/peer grouping
are occurring by college
Your Assignment…
• Is to create a mapping rubric for each of the
disciplines that encompass basic skills/course
prior to college level
• Has uniform and understandable curricular
definitions (course or SLO) for each level in each
discipline
• Retain existing data element
▫ New codes cost little; new element costs mroe
Things to Consider
• If you code every basic skills class at 4+ levels
below, you will have few improvements
• It pays to have a full “ladder” using as many
levels as possible to show differentiation
Things to Consider
• However, levels must mean the same thing
across campuses
▫ Student movement does not preclude you from
getting credit for success elsewhere…
▫ …provided your neighbor is coding properly and
uniformly as well
Things to Consider
• If your “ladder” has more than 4 steps:
▫ Keep as many as you can, but some may have to be
compacted
▫ You may have 7 levels of ESL, your neighbor has 3
 If we allowed everyone to code their own number of
levels, colleges would be advantaged/disadvantaged
based solely on their curricular segmentation—not
good
Things to Consider
• Noncredit/vocational math/Eng/ESL have levels
as well! Don’t assume all noncredit is 4+ levels
below!
• But…be cognizant of where the noncredit ladder
“ties in” with credit
▫ Progression into credit levels also shows progress
Making Changes
• The results of your work will provide new clarity
to this data element
• System Office will promote workshops on the
new meanings and how to use the rubric
• Subsequent MIS submissions will be superior
• Success Rates should reflect accurately
Making Changes
• All MIS data must be submitted through your
normal MIS data submission process
▫ Contact your CISO; change usually made in your
ERP system
• Setup a formalized coding process for courses
each term
▫ We’d love to do it centrally, but…there are
150,000 courses a year
THANK YOU
• This is an extremely important task.
• YOU are the people that know this best.
• Your assistance is greatly valued.
Take off Your College Hats
• You are now working at 30,000 feet
• How it works at your college in your department
is secondary to this system wide exercise
▫ Because the SYSTEM will benefit
▫ And the STUDENTS will benefit
▫ And you will benefit with the ability to
demonstrate student progress
Existing Rubrics for Credit
• Describe the current Rubrics and vetting process
Mission Possible: Your Assignment
is to:
• 1. Create a mapping rubric for each of the
disciplines – English, ESL, Math, and Reading and
ASE and ABE
▫ A. Decide on the number of levels -- try to retain
existing data element (leading to transfer + 4 other
BS levels)
▫ B. Decide on the skill categories
▫ C. Write uniform and understandable curricular
descriptions of these skills at each level of the rubric
▫ D. Concurrent offerings will match up to existing
rubrics (no need to create something new)
Your Assignment
• 2. Using your rubric and those created by credit
faculty, create linkages between non-credit and
credit courses in the same disciplines
Guidelines for the work
• These will be DRAFT noncredit rubrics
considered for adoption after thorough vetting
• The rubrics describe coding for basic skills
levels. They DO NOT prescribe or standardize
curriculum.
• The level descriptions ARE NOT comprehensive.
Guidelines for the work
• The rubrics DO NOT dictate anything
• The rubrics ARE NOT the final authority. They are a
referential guide
• Each local college may code the basic skills courses
appropriate to their curriculum and program
descriptions.
• This is a local decision and local process
Guidelines for the work
• Faculty will continue to develop and determine
what they teach as discipline experts
• This process is not designed as an obstacle to
curriculum, curricular or programmatic
development
• The final process for any recoding will be
developed by the ASCCC and the Chancellor’s
Office MIS division.
Making Changes
• The results of your work will provide new clarity
to this data element
• System Office/ASCCC will promote workshops
on the new meanings and how to use the rubric
• Subsequent MIS submissions will be superior
• Success Rates should reflect accurately and
uniformly
THANK YOU
• This is an extremely important task.
• YOU are the people who know this best.
• Your assistance is greatly valued.
DAY 2
• You are now working at 30,000 feet
• How it works at your college in your department
is secondary to this systemwide exercise
▫ Because the SYSTEM will benefit
▫ And the STUDENTS will benefit
Mission Possible: Your Assignment
is to:
• 1. Create a mapping rubric for each of the
disciplines – English, ESL, Math, and Reading and
ASE and ABE
▫ A. Decide on the number of levels -- try to retain
existing data element (leading to transfer + 4 other
BS levels)
▫ B. Decide on the skill categories
▫ C. Write uniform and understandable curricular
descriptions of these skills at each level of the rubric
▫ D. Concurrent offerings will match up to existing
rubrics (no need to create something new)
Your Assignment
• 2. Using your rubric and those created by credit
faculty, create linkages between non-credit and
credit courses in the same disciplines
Outcomes for the Day
• A rubric for each discipline
• A map of linkages between credit and non-credit
courses
Timelines
•
•
•
•
Levels by 10:30AM
Rubric by 1:30
Linkages BY 2:00
Report Back 2-3
Remember!
• Lets keep focused on the big picture.
▫ Development of the number of levels.
▫ Development of essential skills within levels.
• Lets begin with basic concepts that we can all
agree upon.
▫ Perhaps two or three per level to start?
• Lets keep it as simple as possible.
▫ This will help school districts code their classes.