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Improving Institutional Effectiveness by Closing the Revolving Door of Remediation Failures

Improving Institutional Effectiveness by Closing the Revolving Door of Remediation Failures . A Vertical Collaborative of Community Colleges and High School Districts. Christos Valiotis Tooraj Gordi Antelope Valley College. The problem….

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Improving Institutional Effectiveness by Closing the Revolving Door of Remediation Failures

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  1. Improving Institutional Effectiveness by Closing the Revolving Door of Remediation Failures A Vertical Collaborative of Community Colleges and High School Districts Christos Valiotis Tooraj Gordi Antelope Valley College

  2. The problem…. • Community Colleges spend a disproportionate amount of money in remediation. • On average, about 80% of each incoming freshman class needs remediation. • Less than a quarter of remedial students eventually make it to collegiate courses and even less earn a degree or complete transfer requirements.

  3. The issue at hand…. • The current model of remediation at CA Community Colleges is unsustainable, both from a fiscal perspective and from a Student Outcome perspective.

  4. Critical questions… …Short term • How do we reduce the number of students needing remediation? • Can we address the root of the problem instead of treating the “symptoms of the disease?” …Intermediate term • How do we improve student outcomes in order to better serve students and community while increasing the taxpayers’ return on investment?

  5. From High Schools to College • Antelope Valley College serves students from 23 high schools. • In Fall 2011 a total of 2383 high school students were enrolled in remedial math courses; 2070 of them (87%) were below the “Intermediate Algebra” course.

  6. From High Schools to College… • The most recent Math Placement Test indicates only 8% of students are placed in “Intermediate Algebra” or higher.

  7. In College In 2010-2011 • 323 sections of remedial math(221) and English (102) courses • More than 150 were below “Beginning Algebra”

  8. The Cost*: • 1400 LHE • That is equivalent to 47 Full Time Faculty • Total estimated salary cost: $4 to $5 million (one quarter of the total faculty salary costs).

  9. Return Rates:(Persistence Through Basic Skills Courses)

  10. We believe we have an answer… A vertical collaboration between College, High Schools, and Industry for Early Assessment and Intervention

  11. The Plan… • Assess high school students at the junior level; • Intervene during senior year; • Follow up with Summer Bridge (before college) if necessary; • Prepare them with Pre-Assessment Workshops; • Redesign existing curriculum to accommodate accelerated scheduling of most or all developmental courses

  12. Stakeholders • Antelope Valley College (AVC) • Antelope Valley Union High School District (AVUHSD) • Community, Industry • Educo-International • Students

  13. Tools Needed: • Faculty driven organization to oversee the implementation of the plan • Established relationship between college and school districts • Technology • Working computer lab • Working relationship between Math Department and math software companies. • Funding agencies

  14. Initial Steps: • Fall 2008: Mathematics Department was created • Fall 2009: Initial contacts between the Mathematics Coordinators and Mathematics Educators in the Valley was established • AVC has been using “Educosoft” for 8 years as an instructional and technological tool. • A good relationship between AVC and Educo International was already in place. • Funding was available through MSEIP federal grant followed by Title V and STEM grants

  15. S-MAP(Senior Mathematics Acceleration and Preparation) Goal: Provide an instrument for seamless matriculation from Antelope Valley Union high School District mathematics classes into Antelope Valley College mathematics courses of appropriate rigor and caliber.

  16. The Course Duration: A year-long mathematics course offered to high school seniors Content: Equivalent to AVC’s all four remedial math courses. Delivery Methods: Traditional mini-lectures with web-based lecture notes, tutorial, assessment, and unlimited practices. Assessment: Quarterly and semester (mid-term) computerized common tests

  17. PAWs(Pre-Assessment Workshops) Goal: To accelerate students through remedial mathematics Objectives: • Provide free workshops for students to refresh their basic mathematical skills • Promote a campaign that exposes the benefits of preparing for the test and downfalls of not taking the assessment test seriously

  18. Return of Investment For the College: • Reduction of resources required to remediate students in college • Reduction of the associated cost • Focused investment on Transfer and Program level curricula

  19. Return of Investment… For the School District: • Better prepared seniors • Increase in the number of college-bound students • Greater connection between local educational organizations for future collaborative initiatives. For Educo-International: • A Success Story For Students • Finishing the higher education and/or entering the workforce in less time

  20. Preliminary Results… -Fall 2011…2 High School…2 teachers…88 student participants in the first S-MAP cohort. -By December 2011 52 students (60%) have already earned credit for Math 50 and Math 60 at AVC…that is in one semester they gained one year of college remedial credit. -For the 36 students that were unsuccessful we will continue the intervention during the spring semester of their senior year.

  21. Future Plans and Implications… -We are awaiting the progress of the 62 students that were successful during the first semester -The High School district has committed to expand this program to all 10 high schools. -Teacher training for about 14 teachers is scheduled for this May. -Educo International has agreed to provide free training and year round support to all schools. -They also allow access to non-SMAP students and teachers to try the method

  22. Future Plans and Implications… -If all 10 schools implement this program in a comprehensive manner, more than 2000 students could participate. -With just a 60% success rate (very conservative figure) more than 1200 high school graduates will not need remediation or require one instead or four semesters of remediation. -The potential impact is to eliminate 40 to 50 remediation sections at AVC. -The potential savings could reach about $1 million per year, or increase the number of transfer sections to facilitate transfer degree completion.

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