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Achieving the Dream through improving remediation (and other) courses. No state with a low proportion of Bachelor’s degrees has a high per capita income. No state with a high proportion of Bachelor’s degrees has a low per capita income. State Per Capita Personal Income v. Share of Adult

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slide2

No state with a low proportion of Bachelor’s degrees has a high per capita income.

No state with a high proportion of Bachelor’s degrees has a low per capita income.

State Per Capita Personal Income v. Share of Adult

Population with Bachelor\'s Degree or Higher (2008)

2002= 19.7%

DC

CT

NJ

MD

MA

VA

2008= 18.8%

NY

NH

DE

RI

MN

CA

AK

IL

CO

WA

VT

NV

WI

FL

WY

MI

PA

HI

ME

GA

IA

OR

KS

MO

AZ

IN

OH

NC

NE

ND

TN

TX

MT

AL

SD

SC

UT

KY

NM

OK

AR

LA

ID

WV

MS

2008

2007

2006

2005

2002

slide3

Percent of County Populationthat hold Bachelors & Higher 2000

Benton 20.3%

Washington 24.5%

Craighead 20.9%

Pope 19.0%

Faulkner 25.2%

Pulaski 28.1%

Arkansas ranked 51st (16.7%) Nation-wide in 2000 for Bachelors & Higher

Clark 19.8%

U.S. Census Bureau

Data Set: Census 2000 Summary File 3 (SF 3)

percent of county population associate degree holder 2000
Percent of County Population(Associate Degree Holder) 2000

Arkansas ranked 50th (4%) Nation-wide in 2000 for Associate Degree Holders

U.S. Census Bureau

Data Set: Census 2000 Summary File 3 (SF 3)

where arkansas bachelors degree and higher holders live 2000
Where Arkansas Bachelors Degree (and higher) Holders live (2000)

Pulaski 23.%

Arkansas ranked 51st (16.7%) Nation-wide in 2000 for Bachelors & Higher

60% of all college AR graduates reside in 9 counties

U.S. Census Bureau

Data Set: Census 2000 Summary File 3 (SF 3)

where arkansas associate degree holders live 2000
Where Arkansas Associate Degree Holders live(2000)

58% of all associates degree recipients reside in 12 counties

Arkansas ranked 50th (4%) Nation-wide in 2000 for Associate Degree Holders

U.S. Census Bureau

Data Set: Census 2000 Summary File 3 (SF 3)

reading remediation rates by county fall 2007
Reading Remediation Rates by CountyFall 2007

% Needing Remediation

First-time entering (full- and part-time) students seeking an associate or baccalaureate degree.

english remediation rates by county fall 2007
English Remediation Rates by CountyFall 2007

% Needing Remediation

First-time entering (full- and part-time) students seeking an associate or baccalaureate degree.

slide12

Math Remediation Rates by CountyFall 2007

% Needing Remediation

First-time entering (full- and part-time) students seeking an associate or baccalaureate degree.

unduplicated remediation rates by county fall 2007
Unduplicated Remediation Rates by CountyFall 2007

% Needing Remediation

First-time entering (full- and part-time) students seeking an associate or baccalaureate degree.

slide14
43.8% of all school districts have a remediation rate higher than 50%

74.1% of all school districts have a college going rate higher than 50%

cost of remediation
Cost of Remediation

$53,800,000

Equivalent to the combined budget of seven of Arkansas’s community colleges.

2007-08 - $65.7 million with $24 million (36%) of those expenditures subsidized by state general revenues.

2005 loan default rates
2005 Loan Default Rates

2.3% (VT)

2.6%

7.2%

6.9%

2.2% (DC)

7.1%

6.8%

(5th)

6.9%

2.0%

Source: U.S. Department of Education

2006 loan default rates
2006 Loan Default Rates

2.4%

2.4%

2.4% (VT)

2.3%

7.4%

8.8%

9.7%

9.3%

7.6%

(4th)

Source: U.S. Department of Education

2007 loan default rates
2007 Loan Default Rates

2.3%

3.1%

2.8%

9.3%

9.8%

9.0%

(4th)

9.3%

8.8%

Source: U.S. Department of Education

slide20

A student who has to take remediation graduates at less than half the rate of students who come to college with the requisite skills.

slide21

A student who has to take remediation graduates at less than half the rate of students who come to college with the requisite skills.

slide22

Strengthening the Arkansas Education Pipeline

  • Improving Preparation
  • Decreasing Remediation
  • Accessing Financial Aid
  • Increasing Retention and Graduation
  • Enhancing Funding and Governance
  • Addressing Data Needs
  • Supporting Economic Development
  • Issues for Further Study
slide24

Recommendation 3:

Decreasing Remediation

  • Since many students are under prepared for college-level work, remediation (developmental education) is critical for students to succeed and ultimately receive a degree or certificate.
  • Greater efficiency in remediating students in the shortest amount of time should be a priority in Arkansas colleges and universities
recommended action
Recommended Action
  • 3.1. Continue using an ACT score below 19 (or the SAT equivalent) as a baseline definition of remediation. Require colleges and universities to assess students who score below the 19 threshold with a second assessment to assure proper placement.

Recommend ADHE conduct research into the continued effectiveness of 19, especially in light of ACT research.

slide26

Recommended Action

  • 3.2. Mandate that colleges and universities set clear, measurable exit standards for remedial courses, to be reviewed by ADHE, that correlate with the ACT 19 threshold and send results of how students do in meeting these standards to ADHE in a biennial report that should also include student success rates in subsequent courses.
slide27

Recommended Action

  • 3.3. Encourage colleges and universities to develop innovativealternatives to semester-long remedial courses, such as online modules, self-directed instruction, and summer camps. Higher education institutions may apply for pilot grants and may cooperate with K-12 school districts.
recommended action1
Recommended Action
  • 3.4. Encourage universities and colleges to identify faculty with demonstrated teaching success with developmental education students, provide professional development/ training for these faculty members; and disseminate best practices for developmental education. Be more prescriptive and individualized in working with developmental students and in providing support services for these students.
slide29

HB 1990/ Act 971

AN ACT TO REQUIRE CLEAR EXIT STANDARDS FOR ALL REMEDIAL COURSES TAKEN AT STATE-SUPPORTED INSTITUTIONS OF HIGHER EDUCATION; TO IMPROVE THE TEACHING TECHNIQUES OF REMEDIAL COURSES; AND FOR OTHER PURPOSES.

Representatives J. Roebuck, D. Hutchinson, M. Burris, Carnine, Clemmer, Cole, Nickels, Saunders, G. Smith, Stewart, Abernathy

Senators G. Baker, Madison

slide30
The board, in collaboration with state-supported institutions of higher education, shall develop by institution uniformmeasurable exit standards for remedial courses that are comparable to the ACT or SAT equivalent required for college-level enrollment in credit courses to be implemented no later than the fall semester of 2010.
slide31
com·pa·ra·ble:
  • able to be likened to another; similar. 
  •  of equivalent quality; worthy of comparison

ADHE preference: Nationally normed test that has been correlated to the ACT.

slide32
By institution:
    • Local freedom to select the test/assessment that will be used.
    • How to teach the course
  • Uniform measurable exit standards
    • Used in all equivalent courses at the institution
    • Measurable
    • Quantitative
    • End of course

Assessing the institutional interventions are essential to determining best practices.

other aspects of the act 971
Other aspects of the Act 971
  • The board shall work with state-supported institutions of higher education to:
    • (A) Develop innovative alternatives to traditional instruction and delivery methods for remedial courses; and
    • (B) Provide professional development opportunities to help remedial education faculty gain knowledge in best practices and trends in the instruction and delivery of remedial education.
  • ADHE efforts so far
      • Met with developmental education faculty organization
      • Dean Association
      • Chief Academic Officers/Presidents
      • AHECB
      • Trustees
      • Several individual faculty
      • Professional development
        • 3 best practices in assessment between Nov 09 and May 10

-- Student success conference – with special presentations on developmental students

-- January 12 –Achieving the Dream on redesigning the curriculum

      • Support for this approach from AATYC, ASU system and UA system
slide34
The board shall report to the House Committee on Education and the Senate Committee on Education by February 1, 2010 on the progress made in addressing the requirements in subdivision (d)(1) of this section.
other legislation that impacts remediation
Other Legislation that impacts Remediation

Academic Challenge (lottery) scholarship requires that the student complete their remediation needs within the first 30 hours.

slide38
ADHE looks forward to helping all the institutions with this endeavor.
  • Student success is the key
  • Any questions?
slide39
Please note the following changes were made to implementation of Act 971 after the January 14 Presentation
the memo highlights
The memo highlights
  • a significant change in its implementation. 
  • students should not be barred from enrolling in college-level courses based on their developmental course post-test score for Fall 2010.
  • all students enrolled in developmental courses that immediately lead to college-level courses must be tested in Fall 2010 using an examination comparable to the ACT. 
  • Students that do not attain a score comparable to an ACT of 19 will not be required by ADHE to undergo further developmental instruction—that decision will be at the discretion of the institution awarding the developmental course credit. 
the memo highlights1
The memo highlights
  • There may come a time where we, as an academic community, are comfortable with utilizing an exit assessment to determine course progression.  It should be based upon research over the next few years relating to modifications of our remedial education courses and subsequent student success. 
  • ADHE will collect data to determine the number of developmental students who meet the ACT 19 threshold upon exiting the developmental courses for the purposes of guiding our future conversations. 
  • Post-testing developmental education and the early taking of developmental coursework for Lottery Scholarship recipients will lead to better prepared students and higher retention and graduation rates. 
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