Completion is the Goal What are We About? Discovering what enhances the chances of completion.

1. Completion is the Goal • What are We About? • Discovering what enhances the chances of completion. • Discovering the barriers to completion.

2. Completion is the Goal • What are We About? • Discovering what enhances the chances of completion. • Discovering the barriers to completion. Primary Responsibility Helping student acquire the cognitive and affective skills they need to succeed in their programs of study, whether certificates or degrees.

3. Completion is the Goal • What are We About? • Discovering what enhances the chances of completion. • Discovering the barriers to completion. Primary Responsibility Helping student acquire the cognitive and affective skills they need to succeed in their programs of study, whether certificates or degrees. Does the Curriculum Focus on the Skills The Student Actually Needs? Too often the answer is no.

4. Completion is the Goal • What are We About? • Discovering what enhances the chances of completion. • Discovering the barriers to completion. Does the Curriculum Focus on the Skills The Student Actually Needs? Too often the answer is no. • Traditional algebra-intensive, pre-calculus-focused developmental sequence: • wrong goals for students not bound for STEM majors.

5. Does the Curriculum Focus on the Skills The Student Actually Needs? Too often the answer is no. • Traditional algebra-intensive, pre-calculus-focused developmental sequence: • wrong goals for students not bound for STEM majors. Statway and the Mathway Complete a credit-bearing, transferable mathematics course in one academic year while simultaneously building skills for long-term college success. • Statwayis intended for • occupational programs: allied health sciences and public safety or • academic programs: liberal arts, business, and social sciences.

6. Completion is the Goal • What are We About? • Discovering what enhances the chances of completion. • Discovering the barriers to completion. Does the Curriculum Focus on the Skills The Student Actually Needs? Too often the answer is no. • Early college reading should: • focus on preparing students for gateway courses in programs of study, • Not reteaching a full high school reading curriculum or teaching reading skills in isolation or drill ‘n skill.

7. Completion is the Goal • What are We About? • Discovering what enhances the chances of completion. • Discovering the barriers to completion. Primary Responsibility Helping student acquire the cognitive and affective skills they need to succeed in their programs of study, whether certificates or degrees. • Placement • If the placement test is not predictive (standard placement tests are not), • Time and resources are wasted. • Students do not acquire the cognitive and affective skills they need. • Attrition increases.

8. Conclusion of several studies: Standard placement tests are notpredictive. • Thousands of students are being misplaced. Research Suggestions • Efforts such as Koyote • Diagnostic Tests: Assessments should be diagnostic, and should connect to colleges’ resources and programs. – Robert McCabe • In-house tests

9. Completion is the Goal • What are We About? • Discovering what enhances the chances of completion. • Discovering the barriers to completion. Primary Responsibility Helping student acquire the cognitive and affective skills they need to succeed in their programs of study, whether certificates or degrees. Secondary Responsibilities Helping the student build a plan for and providing support for those milestones along the way.

10. Completion is the Goal • What are We About? • Discovering what enhances the chances of completion. • Discovering the barriers to completion. Secondary Responsibilities Helping the student build a plan for and providing support for those milestones along the way. Students commit to program of study as soon as possible. Entering an academic or vocational program is strongly correlated with degree completion. (CCRC)

11. Completion is the Goal • What are We About? • Discovering what enhances the chances of completion. • Discovering the barriers to completion. Secondary Responsibilities Helping the student build a plan for and providing support for those milestones along the way. Having clear goals, and being in programs with well-defined pathways, Increased • persistence, • completion, or • transfer.

12. Completion is the Goal • What are We About? • Discovering what enhances the chances of completion. • Discovering the barriers to completion. Secondary Responsibilities Helping the student build a plan for and providing support for those milestones along the way. Guide all students to choose among a limited number of first-year pathways For Example • health, business, liberal arts, or STEM - as soon as possible.

13. Completion is the Goal • What are We About? • Discovering what enhances the chances of completion. • Discovering the barriers to completion. Secondary Responsibilities Helping the student build a plan for and providing support for those milestones along the way. That plan and those milestones essentially then compete with all of the other issues and obligations in their often-complicated lives, giving them reasons to return to class the next week and the next semester. - McClenney

14. Completion is the Goal • What are We About? • Discovering what enhances the chances of completion. • Discovering the barriers to completion. Secondary Responsibilities Helping the student build a plan for and providing support for those milestones along the way. Students each have an assigned coach or advisor toprovide support for those milestones along the way. - Community College Survey of Student Engagement

15. Instructional Models: Where Primary and Secondary Responsibilities Come Together • Completion is the Goal • What are We About? • Discovering what enhances the chances of completion. • Discovering the barriers to completion. Primary Responsibility Helping student acquire the cognitive and affective skills they need to succeed in their programs of study, whether certificates or degrees. Secondary Responsibilities Helping the student build a plan for and providing support for those milestones along the way.

16. Instructional Models: Where Primary and Secondary Responsibilities Come Together Primary Responsibility Helping student acquire the cognitive and affective skills they need to succeed in their programs of study, whether certificates or degrees. Secondary Responsibilities Helping the student build a plan for and providing support for those milestones along the way. Prerequisite developmental instruction does not work in the context of completion. The complexity of students lives make time the greatest barrier to completion (certificates and degrees).

17. Instructional Models: Where Primary and Secondary Responsibilities Come Together Prerequisite developmental instruction does not work in the context of completion. The complexity of students lives make time the greatest barrier to completion (certificates and degrees). • 94.5% will not graduate within 3 years • 5.5% graduate within 3 years

18. Instructional Models: Where Primary and Secondary Responsibilities Come Together Prerequisite developmental instruction does not work in the context of completion. The complexity of students lives make time the greatest barrier to completion (certificates and degrees). • 4 out of 10 students complete the entire sequence • Two thirds of students who fail to complete the sequencedo so even while having passed all of the developmental courses in which they enrolled. • 1 out of 5 or fewer referred to a sequence three or more levels below college level actually complete it. - Bailey

19. Instructional Models: Where Primary and Secondary Responsibilities Come Together Prerequisite developmental instruction does not work in the context of completion. The complexity of students lives make time the greatest barrier to completion (certificates and degrees). Kentucky Part-timers Struggle They rarely graduate. Even when they have twice as much time. 1-year certificate within 1.5 years Full-time: 42.0% Part-time: 51.5% 2-year associate within 3 years Full-time: 8.5% Part-time: 2.2% - Complete College America

20. Nationwide Data: 256,672 first-time degree-seeking students from 57 colleges participating in Achieving the Dream Went Directly Into and Passed the College-Level Course 72% at Achieving the Dream Colleges Took the Recommended Sequence of Developmental Courses and Passed the College Level Course 27% at Achieving the Dream Colleges One interpretation is that the developmental education obstacle course creates barriers to student progress that outweigh the benefits of the additional learning that might accrue to those who enroll in remediation. Referral, Enrollment, and Completion in Developmental Education Sequences in Community Colleges (CCRC Working Paper No. 15). By: Thomas Bailey, Dong WookJeong & Sung-Woo Cho. December 2008. New York: Community College Research Center, Teachers College, Columbia University. (Revised November 2009).

21. WHY HIGH ATTRITION RATES ARE A STRUCTURAL PROBLEM Chabot College pipeline data for students beginning two levels down from college composition and tracked for three years: • Do they pass the first course? 66% • If they pass, do they enroll in the next course? 93% • If they enroll, do they pass the second course? 75% • If they pass, do they enroll in the college-level course? 91% • If they enroll, do they pass the college-level course? 78% (0.66)(0.93)(0.75)(0.91)(0.78)= 33% Fall 2006 Cohort. Students tracked from their first developmental English enrollment and followed for all subsequent English enrollments for 3 years. Pass rates includes students passing on first or repeated attempts within timeframe. Basic Skills Cohort Tracker, DataMart. Katie Hern

22. Why continuing to tweak what we are doing will not work. Why sequences of developmental courses will not work. (0.66)(0.93)(0.75)(0.91)(0.78)=33% (0.75)(0.93)(0.75)(0.91)(0.78)=37% (0.80)(0.93)(0.75)(0.91)(0.78)=40% (0.90)(0.93)(0.75)(0.91)(0.78)=45%

23. We have created impossible barriers to completion • that even with • good instructors • diligent students • great courses • will not overcome.

24. Instructional Models: Where Primary and Secondary Responsibilities Come Together Prerequisite developmental instruction does not work in the context of completion. The complexity of students lives make time the greatest barrier to completion (certificates and degrees). • A logical first step is to commit to a program of study. • No longer allow students to be considered “unclassified.” • Nudge them into first-year pathways — for example, health, business, liberal arts, or STEM.

25. Acceleration and Contextualization Strategies • Hold the most promise - Unlocking the Gate Programs Showing Greatest Benefits • Mainstream developmental students into college-level courses with additional supports, • Provide modularized or compressed courses to allow remedial students to more quickly complete their developmental work, or • Offer contextualized remedial education within occupational and vocational programs. • – Unlocking the Gate

26. Promising Acceleration Models Removing the EXIT POINTS Move developmental students into college-level courses as soon as possible WITH SUPPORT • Community College of Baltimore Summary • Based on four semesters of data and 227 students, compared to traditional developmental writing: • ALP doubles the success rate. • cuts the attrition in half • does it in half the ALP time • at slightly less cost per successful student On average 74% of ALP students passed ENGL 101 within a year of taking ENGL 101/ALP, while 38% of non-ALP students passed ENGL 101within a year of taking traditional ENGL 052

27. Contextualized within Occupational and Vocational Programs – eliminate exit points • I-Best and Accelerate Opportunity America • Contextualized instructional models • progress more quickly through their developmental skill building while • engaging directly with their academic or vocational field of interest • earned an average of 14 more college credits than non- I-BEST students • higher probability of persisting into the second year (17 percent) and • earning an occupational certificate (40 percent).

28. Instructional Models: Where Primary and Secondary Responsibilities Come Together Prerequisite developmental instruction does not work in the context of completion. The complexity of students lives make time the greatest barrier to completion (certificates and degrees). Align Developmental Skills with Major and Careers

29. In a changing world, it is our ability to unlearn that will determine our ability to survive, adapt, and move forward. Breznitz and Hemingway