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The Transition to College: Fact or Fiction, What do the Data Say…?. Dr. Julie Phelps Project Director of Achieving the Dream and Professor of Mathematics From Valencia Community College, Orlando, FL Jackson County Math Education Summit.

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the transition to college fact or fiction what do the data say
The Transition to College: Fact or Fiction,

What do the Data Say…?

Dr. Julie Phelps

Project Director of Achieving the Dream and

Professor of Mathematics

From Valencia Community College, Orlando, FL

Jackson County Math Education Summit

overview of presentation transition and transformation studies
Overview of Presentation:Transition and Transformation Studies
  • Developmental Education Research
    • Carnegie Foundation - California
    • National Science Foundation and Community College Research Center
    • First Year Experience and Foundations of Excellence
    • MAA, NCTM, AMATYC and NADE
  • Achieving the Dream & Developmental Education Initiative – Lumina Foundation, Gates and several other partners
  • The Student Voice
    • Community College Survey of Student Engagement (CCSSE)
    • Survey of Entering Student Engagement (SENSE)
developmental education research carnegie foundation studies california
Developmental Education ResearchCarnegie Foundation Studies – California
  • Community Colleges are moving beyond access to examine success of students once they enter community colleges.
  • In California up to 90% of entering community college students require developmental mathematics.
  • Middle class status and competitiveness increasingly requires competency in science, technology, engineering, and mathematics.
slide4

Developmental Education Research .Recommendations for Strengthening Pre-collegiate Education in Community Colleges Carnegie Foundation for the Advancement of Teaching

  • Success of underprepared students must be an institutional core responsibility
  • Professional development should be reinvented as an intellectually engaging, integral element of the educational institution.
  • Institutional research must be expanded to focus on core issues of teaching and learning.
slide5

Developmental Education Research .Recommendations for Strengthening Pre-collegiate Education in Community Colleges Carnegie Foundation for the Advancement of Teaching

  • Community colleges should lead the way in developing richer, more revealing measures of student learning.
  • On-going larger scale improvement requires a wider network and infrastructure through which promising developments on individual colleges can be made visible, shared, and built upon.
developmental education research ongoing now
Developmental Education Research – Ongoing Now
  • First Year Experience (FYE)
  • Foundations of Excellence (FOE)
  • Mathematics Association of America (MAA)
  • National Council of Teachers of Mathematics (NCTM )
  • American Mathematics Association of Two Year Colleges (AMATYC )
  • National Association for Developmental Education (NADE)
  • Journal of Developmental Education (Call for Manuscripts this Summer with Developmental Mathematics Focus)
slide7

Developmental Education Research .Columbia University Research Center: Study of Effectiveness of Practices in Increasing Persistence and Completion in Community Colleges

  • Learning communities **
  • Advising, counseling, mentoring, and orientation programs &
  • Developmental education and other services for underprepared students &
  • College-wide reform &

** Most support grounded in research

& Crucial, but most effective design and organization are not clear

activity 1
Activity #1

Think, Pair, Share

Directions: Jot Down

  • Other research you are aware of about transition to college and/or developmental mathematics.
  • Research you are interested in reading more about.
achieving the dream initiative and developmental education initiative
Achieving the Dream Initiative and Developmental Education Initiative
  • Committed Leadership
  • Documented Student Success Strategies
  • Broad Engagement Strategies
  • Use of Evidence to Improve Program, Policies and Practices
  • Systemic Institutional Improvement
slide10

Valencia Community College now has four major campuses, two academic and administrative centers, and two more major campuses in the planning stages.

Criminal Justice Institute

Osceola Campus

East Campus

Sand Lake Center

Winter Park Campus

West Campus

what did we discover
What did we discover?

Valencia’s performance gaps:

  • Between college-ready & underprepared
  • Across racial and ethnic groups
  • Between math & other disciplines
what approaches did we choose
What approaches did we choose?

Strategies that are effective, ripe, scalable:

  • Supplemental Learning (SL)
  • Learning in Community (LinC)
  • Student Life Skills course (SLS)

All help build “connection and direction.”

innovation management system

Climateof Innovation

Level I

Level II

“Eye for

Evidence”:

More rigorous

at each level.

1000’s of

opportunties

tried.

Maintain a

Research and

Development

Component.

100 are

selected

for support

as Phase I

Innovations.

“Angel

Capital

Stage”

Prototype

10

supported

as Phase II

Innovations.

“Venture Capital

Stage”

Pilot

Implementation

(Limited Scale)

Level III

1 or 2

are brought up

to scale and

Institutionalized.

Innovation Management System

Valencia’s challenge

is in moving from

Level II to Level III.

Level II Innovations

must be scalable

and must show

potential to bring

systemic change

and “business-changing

results.”

Standard of evidence increases at each level.

closing the gaps
Closing the Gaps
  • Overall, success in the 6 Gateway courses increased by 3% from 2004 to 2008.
  • Success gaps between African American and Caucasian students closed from 13.4% in 2004 to 3.6% in 2008.
  • Success gaps between Hispanic students and Caucasian students closed from 1.8% in 2004 to Hispanic students having higher success rates than Caucasian students by 4% in 2008.
activity 2
Activity #2
  • What questions do you have about Achieving the Dream and the Developmental Education Initiative?
the students voice ccsse and sense focus on sense
The Students’ Voice – CCSSE and SENSEFocus on SENSE
  • Personal Connection
  • High Expectations and Aspirations
  • A Plan and a Pathway to Success
  • An Effective Track to College Readiness
  • Engaged Learning
  • In Integrated Network of Financial, Social, and Academic Support
slide24
CCSSE

SENSE

Focused snapshot of entering students’ experiences

Sampling Frame: All developmental courses & first college-level English and math course(s)

Drawn from Course Schedule File - Projected Enrollments

Administration – 4th and 5th weeks Fall Semester

  • Broad overview of students’

experiences

  • Sampling Frame: All credit courses excluding ESL & Distance Learning
  • Drawn from Course Registration File – Actual Enrollments
  • Administration – Throughout Spring Semester

The Center for Community College Student Engagement

slide25
92%

…of students responding to the SENSE survey say they believe they have the motivation to do what it takes to succeed in college.

The Center for Community College Student Engagement

slide26
…of our students leave in their first year.

50%

The Center for Community College Student Engagement

slide27

High Expectations and Aspirations

Percentage of students who, at least once during their first three weeks of college:

Source: 2008 SENSE field test data.

The Center for Community College Student Engagement

slide28
89%

…of students responding to the SENSE survey say they’re academically prepared to succeed in college.

The Center for Community College Student Engagement

an effective track to college readiness
An Effective Track to College Readiness

In the SENSE survey…

48.5 %

of students testing into three developmental courses say they are academically prepared to succeed in college.

The Center for Community College Student Engagement

slide30

An Effective Track to College Readiness

The Center for Community College Student Engagement

slide31

Students don’t know what they don’t know…

but we think they should!

The Center for Community College Student Engagement

slide32

An Integrated Network of Financial, Social, and Academic Support

Entering students who are unaware of particular support services during their first three weeks of college:

Source: 2008 SENSE field test data.

The Center for Community College Student Engagement

slide33

Students don’t do optional!!

The Center for Community College Student Engagement

slide34

Students use the word “mandatory” and want us to use it when we knowwhat they need.

The Center for Community College Student Engagement

activity 3
Activity #3
  • Any surprises about the student voice?
contact information
Contact Information

Dr. Julie Phelps

Project Director, Achieving the Dream (AtD) & Professor, Mathematics

Email: jphelps@valenciacc.edu

  • AtD web site:http://www.valenciacc.edu/dream/
  • National AtD web site: http://www.achievingthedream.org