Innovation and Value in Basic Skills and ESL: Got Noncredit?

1. Innovation and Value in Basic Skills and ESL: Got Noncredit?

2. Innovation and Value in Basic Skills and ESL: Got Noncredit? Host: Wheeler North, Basic Skills/Noncredit Committee Chair Karen Dennis, Santa Ana College Janet Fulks, Noncredit Ad Hoc Task Force Candace Lynch-Thompson, School of Continuing Education

3. Information from a two-year pilot measuring student success in ESL and basic skills with a variety of instructional methods (e.g. self-paced, open entry/open exit, managed enrollment). • Examined faculty norming (with primarily adjuncts), assessment using multiple measures, and hours of study. • Do some basic skills and ESL courses belong as noncredit rather than credit? • Basic skills units are limited to 30 and this credit is not transferable or degree applicable. • Over 70% of our students needing basic skills • Would students benefit by teaching initial basic skills and ESL courses in noncredit?

4. Assessment Levels of Incoming Students

5. Total Enrollment (2006-2007headcount) Basic Skills & ESL

6. Course Alignment Prior to TRANSFER Student Success Conference 2009

7. What is Noncredit? • Fact: Noncredit serves over 350,000 FTES in our system and represents about half of the basic skills work in the CCCs. • Fact: Students are significantly more diverse, represent students with greatest need and least likely to succeed Link to data • Fact: Noncredit offers flexible schedules, increased contact hours, self paced learning ALL AT NO COST to the STUDENT

8. Traditional Educational Expectations and Accountability Percent Successful Percent Successful A B C D F Grades for a specified semester Time is the independent variable Success is dependent on the time

9. Adult Ed & Noncredit Education Time Percent Successful Success is the independent variable and time is dependent on success

10. Why Accountability?Enhanced Noncredit Funding • Noncredit gets funded less per FTES than credit ($4,565) • SB 361 increased noncredit funding from $2745per FTES to $3232 per FTES • Applies to students enrolled in a sequence of courses leading to career development or college preparation (CDCP certificates)

11. The Puzzle of Noncredit Accountability Current statewide data • Only 2.3 – 5.1% of noncredit students transition to credit • All noncredit courses without grades report zero success. • Wage data is incomplete because of SSN#s • CDCP data is incomplete or programs are undefined. This is not the noncredit story?

12. This is not really the noncredit story. And we have data to prove it! 2007-08 SCE Award Data from MIS SCE Actual Data Data Link

13. Credit students start in Noncredit Statewide – 1 of every 4 AA/AS degree-earners started in Noncredit Source: Leslie Smith, 2006. Noncredit: The Education Gateway. City College of San Francisco

14. CDCP Wage Reporting

15. Data Collection Strategies • SCE’s “You Count!” Campaign • Collecting more SSN’s • DREAM team efforts • Program improvement • Tracking student progress • Benefits of Banner • Assessment scores • Enrollment trends • Certificates earned

16. AccountabilityBackground & Rationale • How progress has been measured • The interplay of proof of progress and funding • The role of CB21 coding • Enhanced funding for noncredit Career Development and College Preparation (CDCP) courses • The need for progress indicators in noncredit • Review and Evaluate current mandated noncredit metrics – further meetings and discussion to take place in November • Pilot project to allow the use of noncredit progress indicators – Fall pilot to begin this semester and another group beginning in Spring

17. Academic Senate Resolution 13.04 S10 Improve Noncredit Accountability Reporting through Progress Indicators • Task force of primarily noncredit faculty and administrators representing all noncredit areas and other representative.

18. Pilot Project Goals • Develop a set of working progress indicators to use in the pilot project • Establish clear communication between institution MIS reporting and noncredit programs • Collect a pilot set of accountability data based on these indicators • Evaluate the ability for noncredit programs to work with these indicators • Evaluate the effectiveness of these indicators for use as accountability requirements

19. Grades and Title 5 • 55021: not required for noncredit • 55023: currently accepted symbols • Currently some noncredit classes are graded in order to qualify for federal funding. But the CCCCO only accepts UG for noncredit. Every grade submitted by a faculty member is changed to UG and all student success data reads as zero. Pilot Progress Indicators • Pass (P) • Satisfactory Progress (SP) • No Pass (NP) • A – B – C – D - F

20. Timeline & Guidelines • First Cohort - Fall 2010 • Collection of First Cohort data - February 2011, July 2011, February 2012 • Participant Evaluation of Usability of the Indicators - Fall 2011, Spring 2012 • Data can still be submitted • Pilot Project Work is risk free • Data will not be shared with anyone else. • Data will be available to individual institutions about their own college • Information will be analyzed as aggregate anonymous data outside of the institutions

21. Measuring Learning Gains Multiple Measures Scoring by Rob Jenkins for Santa Ana College School of Continuing Education • Factors to consider include : • tests scores • school experience • speaking and writing ability.

22. Example of Mt Sac. Rubric for Instructors

23. Noncredit Grading (Progress Indicators) Pilot Final Survey

24. Noncredit Grading (Progress Indicators) Pilot Final SurveyQ2. What was your assessment and grading practice in your noncredit classes prior to your participation in this pilot?

25. Noncredit Grading (Progress Indicators) Pilot Final SurveyQ3. How practical was the assignment of P/SP/NP in measuring learning progress for your student population?

26. Noncredit Grading (Progress Indicators) Pilot Final Survey Q8. Would you support an ASCCC resolution to implement progress indicator reporting for noncredit areas with the caveat that some areas (e.g. older adults, parenting) may need more time to adequately explore and implement what indicators work best?

27. Statewide ARCC Data 2008-2011

28. What have we learned about noncredit?How much time is required for Success? Cost over time for SPOpen Entry Open Exit Costs less over the years.

29. Cost over time for SPOpen Entry Open Exit Costs less over the years.

31. Due to the at-risk situation of non-credit students, almost one half of them are either not graded or the instructor didn’t have enough elements to assess progress. However, those students consume only 17% of the hours.

32. The metrics improve when scope is increased from a single term to multiple terms.

34. Noncredit is successful & efficient • We need more time to finalize the info on Parenting, OA and DSPS • ESL Pass rate 64-80% (lowest ESL less & middle more successful, highest less successful) • HS good Pass rate • Parenting high pass • Number of hours necessary to Pass & SP • ESL • CTE • Cost for success and non-success • Cost over three semesters

35. Considering Accountabilityand the Resolutions Healthy accountability should: Address higher level learning outcomes Report on authentic student proficiencies Indicate potential interventions and improvement Target improved practice not just reporting Noncredit has piloted and examined training fro progress indicators and the results of student data. Fully support resolutions Urgency due to the link of funding and reporting

36. Questions • What are the factors in basic skills classes that represent barriers for students at your college? • Do you see anything here that would benefit your institution? • In addition to innovative and flexible scheduling, what other ideas do you have?

40. MiraCosta Noncredit ESL Data 2008 - 2009

41. Brain Anatomy overlaid with Kolb’s Learning Cycle Zull p 18

42. Active Learning:Engages all of the BrainEpilepsy Foundation of America http://www.epilepsyfoundation.org/about/science/functions.cfm Note that as we go down the pyramid, we are engaging additional areas of the brain, creating deeper learning.

43. OVERVIEW and Background 1. Issues with Accountability in Higher Education 2. Mandated reporting– ARCC, CDCP and Basic Skills legislated reports – some does not include noncredit due to lack of success and progress indicators 3. CDCP certificates – current state of noncredit and CDCP 4. BSI and the attempt to capture progress CB 21 a. Noncredit and credit aligned b. Progress only by subsequent enrollment c. inability to count success 5. In noncredit progress all indicators and grades turned in are converted to UG ungraded at the state level See Background document and Noncredit Accountability Documents for more information

44. Persistence Indicators Is this the noncredit story? Link to Mira Costa Data