Transcript ACCUPLACER Administration for High Schools

Good morning!
Introductions
Agenda
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What do you expect students to know and be
able to do upon entering college?
What would you like to know from college
professors?
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Non-Traditional Standardized Testing:
ACCUPLACER on the Paths to College
Access and Readiness for Everyone
By Robyn Ellis
Director of College Readiness and Community Outreach,
College Access and Readiness for Everyone (CARE),
UDC Community College
Phone: 202-274-5123
Email: [email protected]
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UDC Community College
campus
(Associate’s degrees and C.A.R.E.
programs for high school and
GED program students )
2,605 students
UDC main campus
UDC Community College
Workforce Development
campuses
(Bachelor’s, Master’s, Doctoral, &
Law degrees)
(Career Training Certification
courses)
2,654 students
1,016 students
Average age: 29
Average age: 35
The University of
the District of
Columbia system
6,275 students
(spring 2014)
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• Collaborate with DC high schools and GED
programs to support students
• Provide exposure to college courses through
dual enrollment
• Prepare students that are not ready for creditbearing courses
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The Purpose of the
ACCUPLACER Exam
To indicate success in credit-bearing college courses
For Incoming UDC system students
For high school students
Assesses math, reading, and writing skills to determine placement into creditbearing college courses at UDC
ACCUPLACER is not required for students
that meet the minimum SAT/ACT scores
To help determine eligibility for UDC-CC
CARE Dual Enrollment Program and UDC
HISCIP Program
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About ACCUPLACER Exams
• ACCUPLACER Exams:
– Placement Exam: determines placement into creditbearing college courses, computer adaptive
– Diagnostic Exam: determines math, reading, and writing
competencies where student needs additional
instruction; content is automatically populated in the
ACCUPLACER MFL Intervention when online intervention
begins
• Created by College Board
• Plans to align ACCUPLACER to Common Core State
Standards
• Used in 1,300 institutions nationwide
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About ACCUPLACER Intervention
• ACCUPLACER Intervention: provides students with online
math, reading, and writing modules (assignments, tutorials,
and practice assessments) tailored to specific needs
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•
•
•
•
Created by Pearson Education
Known as My Foundations Lab or MFL
Online intervention course = 10 weeks in length
Student should spend at least 4 hours per week in MFL
Implementation recommended with consistent,
supplemental instruction from English and Math teachers
• Used nationwide in high school transition programs,
summer bridge programs, and community colleges
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Where ACCUPLACER is administered
• From 2009-2014, ACCUPLACER placement exams have
been administered at these campuses:
UDC main
campus
UDC Community
College campus
UDC Community
College
Workforce
Development
campuses
High School
campuses
For HISCIP and
Upward Bound
students
For all incoming
students, Dual
Enrollment
applicants, and
interested 9th-12th
and GED program
pre-college
students
For interested
Workforce
students who
wish to transition
to a degree
program
For interested 9th12th grade
students / schoolidentified student
groups
*ACCUPLACER not
required for students
who meet SAT/ACT
score requirements
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How students are placed into
college-level courses via ACCUPLACER
ACCUPLACER
section –
score ranges
Student places into collegelevel courses (credit-bearing)
Student places into
developmental/remedial courses
(non-credit)
Reading
78 and above
Place into English
Composition I
77 and below
Place into Reading Comprehension
Sentence
Skills
86 and above
Place into English
Composition I
85 and below
Place into English Fundamentals
Elementary
Algebra
85 and above
Place into General College
Math I and other maths
84 and below
Place into Intro to Algebra
Arithmetic
70 and above
Place into General College
Math I and other maths
69 and below
Place into Basic Mathematics
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Student Experiences with
ACCUPLACER
•
•
•
•
+
Informed interventions
•
needed in high school
Opened access to early college •
courses and credits
•
Gained confidence about
math, reading, and writing
•
skills
Intervention provides practice
in specific skills instead of
semester-long Math or English
course
Unsure of the stakes of the
exam
Did not prepare for test
Want extra practice in an easy
remedial class
Transfer students may have to
take the ACCUPLACER exam
and remedial classes again
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Overview of Results
From 2011-2014, the C.A.R.E. division has used
ACCUPLACER in several ways:
1. Early ACCUPLACER placement testing for high
school students
2. Early ACCUPLACER interventions, including a
summer bridge program
3. As an indicator of eligibility for Dual Enrollment
(and all credit-bearing courses at UDC)
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Results: ACCUPLACER Placement Exams
• Incoming UDC-CC students: In 2012-2013, 4% of
incoming UDC-CC students place into all collegelevel credit-bearing courses
• High school and GED program students: From
2011-2014, 3,195 students (from over 20 D.C.
schools) took the ACCUPLACER placement test
– 6% (186) placed into college-level Math courses
– 16% (524) placed into college-level English courses
– 77% (2,485) placed into remedial courses in one or
more areas
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Preliminary Conclusions
• With 3 years of baseline data, we have several
opportunities:
1. Assess and address specific needs in Math by
providing skill-building interventions
2. Assess and address specific needs in Reading
and Writing by providing skill-building
interventions
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Results: ACCUPLACER
My Foundations Lab Interventions
• MFL Intervention in the Summer Bridge Program 2013:
– 25 students participated in a 10-week ACCUPLACER MFL
intervention
– 13 students completed SB 2013
– 2 students placed into credit-bearing courses
– 11 students showed progress in 1 or more areas (avoiding 1 or
more remedial courses)
• MFL Intervention in-schools 2013-2014:
– 25 students participating in an in-school ACCUPLACER MFL
Intervention at GED programs (spring 2014)
– Incomplete post-testing data
• 2014-2015: Expansion of interventions planned for D.C.
high schools
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Preliminary Conclusions
• With 3 years of baseline data, we have several
opportunities:
1. Assess and address specific needs in Math by
providing skill-building intervention
2. Assess and address specific needs in Reading
and Writing by providing skill-building
intervention
3. Structure expansion of interventions and provide
supported implementation in high schools
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Results: Dual Enrollment Program
• 567 9th-12th grade and GED program students have dual enrolled
at UDC-CC from 2012-2014
• Percent of dual enrolled students passing with A, B, or C
–
–
–
–
–
100% (15) in summer 2012
56% (34) in fall 2012
71% (79) in spring 2013
84% (26) in summer 2013
85% (66) in fall 2013
• Results from Spring 2014 dual enrolled students
– 133 students dual enrolled in spring 2014
– 85% of spring 2014 applicants require 1 or 2 remedial courses in math
– 8% (10 students) withdrawal rate
• Dual Enrollment applicants must take the ACCUPLACER Placement
exam before applying
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Preliminary Conclusions
• With 3 years of baseline data, we have several
opportunities:
– Assess and address specific needs in Math by
providing skill-building intervention
– Assess and address specific needs in Reading and
Writing by providing skill-building intervention
– Structure expansion of interventions and provide
supported implementation in high schools
– Grow participation in dual enrollment to aid students
in earning early college credits, saving time and
money toward college graduation and increasing their
likelihood of on-time graduation
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Reflections
• What do you find most important about these
results, and why?
• What other conclusions can you draw from the
results?
• What would you like for me to bring back to my
UDC-CC team in order to assist with sharing
information with you in the future?
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Administering the ACCUPLACER:
Set up the exam session
• Host a Student Information Session to discuss the
stakes and use of this exam.
• Students complete practice tests
http://accuplacer.collegeboard.org/students.
• Set up a quiet testing space with computers,
regular web access (pop-up blockers turned off).
• Review Proctor Script.
• Provide students with scratch paper and pencil.
• Allow time for proctor(s) to login to exam for
each student.
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Administering the ACCUPLACER:
Proctor Demonstration
UDC-CC C.A.R.E. division can provide further training upon request.
• Demonstration:
–Proctor ACCUPLACER Placement exam
–Retrieve ACCUPLACER Placement exam score
–Register Diagnostic-tested (and selected) students for MFL Intervention
–Log into ACCUPLACER MFL Intervention each week to complete online
modules in math, reading, and writing
• Follow-up support provided:
-Phone support
-Training videos to share with your school team
-For score reporting, course placements, and dual enrollment options
-ACCUPLACER 24 hour help line: 866-607-5223
-Feedback requested from high school proctors
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