1 / 8

Multiple Pathways to Post-Secondary Education at the University of the District of Columbia

Multiple Pathways to Post-Secondary Education at the University of the District of Columbia . The DC public higher education system : The UDC Main C ampus (Bachelor’s, Master’s, Doctoral, & Law degrees) The UDC Community College (Associate’s degrees)

avi
Download Presentation

Multiple Pathways to Post-Secondary Education at the University of the District of Columbia

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Multiple Pathways to Post-Secondary Education at the University of the District of Columbia • The DC public higher education system: • The UDC Main Campus (Bachelor’s, Master’s, Doctoral, & Law degrees) • The UDC Community College (Associate’s degrees) • The UDC Community College Workforce Development and Lifelong Learning (Certifications & Licenses) • Incoming students must take a placement exam to determine course placement: • ACCUPLACER Exam for UDC and UDC-CC credit programs • CASAS Assessment for UDC-CC Workforce Development non-credit programs

  2. Post-Secondary Preparation • Goal of CASAS = To assess students’ readiness for non-credit training courses that prepare students for certifications or licenses in workforce areas. • Goal of ACCUPLACER = To assess students’ eligibility for credit-bearing college courses in Math and English • What high school students can do with ACCUPLACER results: • Start earning college credits in eligible areas (UDC-CC Dual Enrollment, HISCIP, etc.) • High school students that earn 6 or more college credits graduate from college at significantly higher rates than students entering college without credits • Spend additional time getting ready for credit-bearing college courses • My Foundations Lab Intervention course • Supplemental instruction provided by the high school or community organization • Other intervention

  3. About ACCUPLACER Exams & MFL • Created by the College Board, announced plans to align ACCUPLACER to Common Core State Standards; Used in 1,300 institutions of higher education nationwide • ACCUPLACER Exams assess students in 4 areas: • Reading Comprehension • Sentence Skills • Arithmetic • Elementary Algebra • ACCUPLACER Placement Exam: determines placement into credit-bearing college courses (average length 2-3 hours) • ACCUPLACER Diagnostic Exam: determines math and reading areas where student needs additional instruction; content is automatically populated in MFL intervention when created (average length 4 hours) • My Foundations Lab (MFL) Intervention: provides students with math and reading assignments, tutorials, assessments; automatically imports student’s diagnostic scores into intervention content (average time spent 6-10 weeks) • Instructor needed to oversee intervention and to provide supplemental instruction

  4. 2013 Results • About 60% of incoming college students nationally take one or more remedial courses • 96% of incoming UDC Community College students take one or more remedial courses • 1,170 high school or GED program students tested in 2013 • 19% are eligible for credit-bearing college courses in English • 8% are eligible for credit-bearing college courses in Math

  5. About CASAS & MFL • Created by CASAS, a nonprofit organization, focuses on assessment and curriculum development of basic skills for youth and adults; Administered to more than five million youth and adults annually • CASAS Appraisal assesses students in 2 areas: • Reading Comprehension • Arithmetic • My Foundations Lab (MFL) Intervention: provides students with math and reading assignments, tutorials, assessments; automatically imports student’s diagnostic scores into intervention content (average time spent 6-10 weeks) • First step is the Pathbuilder– diagnostic determines math and reading areas where student needs additional instruction; content is automatically populated in MFL intervention when created (average length 2-3 hours) • Instructor needed to oversee intervention and to provide supplemental instruction

  6. Workforce Programs • Focus on five industry areas • Allied Health and Nursing • Administrative & Information Technology • Transportation • Construction & Property Management • Hospitality & Tourism • Program design • Competency-based • Aligned with third-party credentials • “Skills Checks” in MFL before course completion • Mapped to career pathways

  7. Future Plans • Dual enrollment workforce programs • Age requirements for some credentials • Dual credit with DCPS • Scale up ACCUPLACER assessment and intervention for 9th-12th grade • Articulation of credentialed workforce programs to for-credit courses • Leveraging CTE funds to support more models of dual enrollment (workforce and credit)

  8. Contact Us • Edith Westfall, Director for the Center for Workforce Strategies, ewestfall@udc.edu, 202-274-6532 • Robyn Attebury, Director of College Readiness and Community Outreach, robyn.attebury@udc.edu, 202-274-5123 • Future PD Sessions about ACCUPLACER assessments: • March 19th • April 10th • Register through OSSE

More Related