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NC State College Unique Characteristics. Small city with some “urban issues”; outlying area is rural; co-located campus Low level of educational attainment in region Qualified for AtD consideration due to high % of student population being PELL eligible Self-financing our AtD work.

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NC State College Unique Characteristics

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NC State College Unique Characteristics

  • Small city with some “urban issues”; outlying area is rural; co-located campus

  • Low level of educational attainment in region

  • Qualified for AtD consideration due to high % of student population being PELL eligible

  • Self-financing our AtD work


Current Achieving the Dream work has two areas of focus:

  • Developmental courses

  • Gateway (or “gatekeeper”) courses


Why Developmental Education?

  • REACH: A large number (66%) of NC State students need at least one of these courses

  • TIMING: Most take these courses early


Developmental Education Impact on Student Persistence

  • SUCCESS = PERSISTENCE:

    92% of NC State students who succeed in developmental courses go on to take more classes


Developmental Education Impact on Student Persistence

  • FAILURE = DEPARTURE:

    47% of NC State students who do not succeed in developmental courses immediately leave the college.


Why Gateway Courses?

  • Courses must be passed in order to move on in a major – “weeder” courses

  • Typically taken early in academic career

  • Persistence statistics virtually identical to developmental courses


How Will We Improve Student Success In These Courses?

  • Improve curriculum and instruction

  • Strengthen the college advising system

    In NC State’s AtD Work Plan, virtually all action steps align with one of these two areas!


We’ve Worked In Stages

  • Developmental course interventions implemented in 06-07

  • Gateway course interventions implemented in 07-08

  • Early results look positive in many areas but too early to draw conclusions!


AtD Long-Term Impact (How Will We Know This Is Working?)

  • Tracking by AtD cohort

  • Performance indicators:

    • Developmental course completion

    • Gateway course completion

    • Credit completion

    • Persistence

    • Credential completion


AtD Long-Term Impact (How Will We Know This Is Working?)

  • We’ve set measures for every performance indicator

  • Long-Term Expectations:

    • Success rates for indicators will steadily increase

    • Reduction and eventual elimination of performance gaps for subgroups


Future AtD strategy possibilities:

  • Maximizing financial aid as a retention tool

  • Collaborating with Adult Basic Literacy Education partners to provide developmental education more efficiently

  • Collaborating with secondary education partners to align college readiness expectations

  • Offering a part-time continuing enrollment contract


Lessons Learned

  • To avoid “Project Overload” we integrate our initiatives (AQIP, AtD, Perkins, strategic planning)

  • Engage faculty early… and let them lead

  • Student voices MUST be heard – and have the power to move us from “what?” to “why?”


Lessons Learned, continued

  • Manageable number of interventions (3-5)

  • Be clear on the results we expect -- and how, when and by whom they will be measured

  • Learn from our mistakes, but celebrate progress!   


QUESTIONS?


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