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The Accelerated Learning Program

The Accelerated Learning Program. The Community College of Baltimore County. 1993 Longitudinal Study. passed 099 490 57%. took 099 1988/1989 863 100%. passed 101 287 33%. took 101 355 41%. took no more writing courses 135 16%. never passed 099 373 43%. never

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The Accelerated Learning Program

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  1. The Accelerated Learning Program The Community College of Baltimore County

  2. 1993 Longitudinal Study passed 099 490 57% took 099 1988/1989 863 100% passed 101 287 33% took 101 355 41% took no more writing courses 135 16% never passed 099 373 43% never passed 101 68 8%

  3. Why Do Students Drop Out?

  4. no concrete examples • can’t write a thesis • subject-verb agreement • sentence fragments • when we asked students . . . • They told us “none of the above” • mla format • confusing words

  5. student becomes discouraged • changes at work • financial problems • laid off • student loses confidence • problems with children • “I’m afraid I’m not ‘college material’” • affective issues • life issues • legal problems • car trouble • student becomes depressed • abusive situation at home • stress becomes too great • eviction • medical problems • student feels isolated

  6. ALP • non- • cognitive • issues • life • issues • affective • issues

  7. credit course 50% pass

  8. developmental course credit course

  9. 75% pass pass developmental course take credit course pass credit course 75% pass 75% pass .75 X .75 X .75 = 42%

  10. Student’s End-of-Semester Comment . “ I’m really a bad writer , but my English teacher , so this semester I thinks I’m a good writer wrote really good papers, so she wouldn’t find out what a bad writer I am.”

  11. What is a Co-Requisite Model? Co-Requisite Models Developmental programs in which the developmental course is a co-requisite, not a pre-requisite, to the credit-level course.

  12. Co-Requisite Models Co-Requisite Models

  13. ALP Co-Req Class Credit-Level Class

  14. traditional developmental students: fall 2007 – fall 2010 took ENG 099 Fa07-Fa10 5545 100% took ENG 101 2661 48% passed ENG 099 3604 65% took no more writing courses 943 17% did not pass ENG 099 1941 35% ALP students: fall 2007–fall 2010 took ALP 099 Fa07-Fa10 592 100% passed ALP 099 485 82% took ENG 101 592 100% didn’t pass ALP 099 107 18% took no more writing courses 0 0% data from Cho, Kopko, & Jenkins, 2012 (CCRC)

  15. didn’t pass ENG 101 Fa07-Fa10 154 26% traditional developmental students: fall 2007 – fall 2010 didn’t pass ENG 101 Fa07-Fa10 832 15% took ENG 099 Fa07-Fa10 5545 100% passed ENG 101 Fa07-Fa10 1829 33% passed ENG 101 Fa07-Fa10 438 74% took ENG 101 2661 48% passed ENG 099 3604 65% took no more writing courses 943 17% did not pass ENG 099 1941 35% ALP students: fall 2007 – fall 2010 took ALP 099 Fa07-Fa10 592 100% passed ALP 099 485 82% took ENG 101 592 100% didn’t pass ALP 099 107 18% took no more writing courses 0 0% data from Cho, Kopko, & Jenkins, 2012 (CCRC)

  16. didn’t pass ALP 099 107 18% took ENG 099 Fa07-Fa10 5545 100% took ENG 101 2661 48% took no more writing courses 0 0% took ALP 099 Fa07-Fa10 592 100% passed ENG 102 554 10% passed ENG 102 195 33% passed ENG 099 3604 65% passed ALP 099 485 82% took ENG 101 592 100% passed ENG 101 1829 33% passed ENG 101 438 74% took no more writing courses 943 17% didn’t pass ENG 101 832 15% did not pass ENG 099 1941 35% didn’t pass ENG 101 154 26% haven’tpassed ENG102 101 17% F, I, or W in ENG102 167 3% traditional developmental students: fall 2007 – fall 2010 ALP students: fall 2007 – fall 2010 data from Cho, Kopko, & Jenkins, 2012 (CCRC)

  17. 10% 20% 30% 40% Percent Earning 12 or More Credits within 1 Year ALP traditional dev writing 39% 38% 35% 34% 33% 20% 16% 15% 14% 13% N=1406 N=1042 N=1328 N=687 N=884 N=550 N=587 N=288 N=149 N=669 Fall 2009 Fall 2010 Fall 2011 Fall 2012 Fall 2013

  18. 10% 5% 20% 15% Completion Rates (as of March 2016) ALP traditional dev writing 24% 11% 10% N=1142 N=1328 N=1406 8% N=587 N=549 N=1043 N=884 7% 6% 5% 7% 5% 5% N=966 N=149 N=288 N=34 N=68 3% 3% Fall 2012 Fall 2007 Fall 2008 Fall 2009 Fall 2010 Fall 2011

  19. 25% 50% 75% Success Rates for 7 Participating Colleges 94% comparison cohort 86% 82% ALP cohort 76% 73% 68% 51% 48% 47% 39% 38% 37% 35% 33% A 5-10000 suburbs Midwest B 10-20000 suburbs Midwest C 20000+ urban Southwest D <5000 small town Midwest E <5000 suburbs Southeast F <5000 rural Southeast G 5-10000 small town Mid-Atlantic

  20. How does an ALP developmental class differ from a traditional one? Goal of a traditional developmental course: for students to pass the developmental course and be ready for first-year composition. Goal of an ALP developmental course: for students to pass first-year composition course.

  21. traditional stand-alone developmental writing high school or middle school ALP ENG 101

  22. What do we do in the ALP class? Prepare students for what’s coming next in the 101 class. Review, re-inforce, and answer questions about what was just covered in the 101 class. Address reading, non-cogs, and sentence-level error.

  23. Critical Features students are in ENG 101 allows exposure to stronger role models cohort effect small class size coordination of two courses ALP pedagogy time for reading time for non-cogs time for individual attention scalable

  24. Co-Requisite Models Co-Requisite Models Modular Emporium

  25. Modular/Emporium Model Credit-Level Class

  26. Critical Features Modular Emporium students are in ENG 101 allows exposure to stronger role models cohort effect small class size coordination of two courses ALP pedagogy time for reading time for non-cogs time for individual attention scalable

  27. Co-Requisite Models Co-Requisite Models Modular Emporium Tutoring Labs

  28. Learning Center Tutoring Labs Credit-Level Class

  29. Critical Features Tutoring Labs students are in ENG 101 allows exposure to stronger role models cohort effect small class size coordination of two courses ALP pedagogy time for reading time for non-cogs time for individual attention scalable

  30. Co-Requisite Models Co-Requisite Models Modular Emporium Tutoring Labs 4X12 Sequential

  31. 4X12 Sequential Model Developmental Class Credit-LevelClass 6 hours/week for 4 weeks 6 hours/week for 12 weeks

  32. Co-Requisite Models Co-Requisite Models Modular Emporium Tutoring Labs 4X12 Sequential 8X8 Sequential

  33. 8X8 Sequential Model Developmental Class Credit-LevelClass 6 hours/week for 8 weeks 6 hours/week for 8 weeks

  34. Critical Features 4X12 Sequential 8X8 Sequential students are in ENG 101 allows exposure to stronger role models cohort effect small class size coordination of two courses ALP pedagogy time for reading time for non-cogs time for individual attention scalable

  35. Co-Requisite Models Co-Requisite Models Modular Emporium Tutoring Labs 4X12 Sequential SI 8X8 Sequential

  36. Supplemental Instruction SI Section SI Section Credit Class 1 hour/week for 14 weeks 3 hours/week for 14 weeks 1 hour/week for 14 weeks

  37. Critical Features Supplemental Instruction students are in ENG 101 allows exposure to stronger role models cohort effect small class size coordination of two courses ALP pedagogy time for reading time for non-cogs time for individual attention scalable

  38. Co-Requisite Models Co-Requisite Models Modular Emporium Tutoring Labs 4X12 Sequential SI ALP Two Instructors 8X8 Sequential

  39. ALP Two Instructors Co-Req Class Credit-Level Class

  40. Critical Features students are in ENG 101 allows exposure to stronger role models cohort effect small class size coordination of two courses ALP pedagogy time for reading time for non-cogs time for individual attention scalable ALP Two Instructors

  41. Co-Requisite Models Co-Requisite Models Modular Emporium Tutoring Labs 4X12 Sequential SI ALP Two Instructors 8X8 Sequential Tri Angle

  42. ALP Triangle Model 11:00 Credit-Level Class 9:00 Credit-Level Class 10:00 Co-Req Class

  43. Critical Features students are in ENG 101 allows exposure to stronger role models cohort effect small class size coordination of two courses ALP pedagogy time for reading time for non-cogs time for individual attention scalable Tri Angle

  44. One or Two Hour ALP 1 hour Co-Requisite Models 2 hours 3 hours Modular Emporium Tutoring Labs 4X12 Sequential SI ALP Two Instructors 8X8 Sequential Tri Angle

  45. Critical Features students are in ENG 101 allows exposure to stronger role models cohort effect small class size coordination of two courses ALP pedagogy time for reading time for non-cogs time for individual attention scalable 1 hour 2 hours

  46. 1200 1400 1000 200 800 600 400 Number Taking ALP or Traditional Each Fall 1406 ALP traditional dev writing 1328 1142 1042 966 884 700 687 670 669 590 587 550 408 288 149 68 34 Fall 2007 Fall 2008 Fall 2009 Fall 2010 Fall 2011 Fall 2012 Fall 2014 Fall 2015 Fall 2013

  47. 1200 1400 1000 200 800 600 400 Number Taking ALP or Traditional Each Fall 1406 ALP traditional dev writing 1328 1142 1042 966 884 700 687 670 669 590 587 550 408 288 149 68 34 Fall 2007 Fall 2008 Fall 2014 Fall 2015 Fall 2009 Fall 2010 Fall 2011 Fall 2012 Fall 2013

  48. 8000 4000 6000 7000 5000 2000 1000 3000 Analyzing Pass Rates 7589 traditional ALP total 5343 2246 number in cohort 2009-2013

  49. 8000 4000 6000 7000 5000 2000 1000 3000 Analyzing Pass Rates 7589 traditional ALP total 5343 30% 63% 4781 2993 2246 1584 1409 number who would have passed 101 if we had fully scaled up number in cohort 2009-2013 number who passed 101 2009-2013

  50. 8000 4000 6000 7000 5000 2000 1000 3000 Analyzing Pass Rates traditional ALP total 4781 3576 1788 2993 number who would have passed 101 if we had fully scaled up number in cohort 2009-2013 number who passed 101 2009-2013

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