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Adventures in Acceleration

Adventures in Acceleration. Bucks County Community College’s Efforts to Improve the Success of Developmental Students Lisa Angelo, Assistant Academic Dean, MaST Susan Darrah, Assistant Academic Dean, Language & Literature Denise May, Reading Coordinator, Language & Literature. Problem.

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Adventures in Acceleration

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  1. Adventures in Acceleration Bucks County Community College’s Efforts to Improve the Success of Developmental Students Lisa Angelo, Assistant Academic Dean, MaST Susan Darrah, Assistant Academic Dean, Language & Literature Denise May, Reading Coordinator, Language & Literature

  2. Problem • Based on data from Achieving the Dream • Less than 1/3 of the students referred to developmental coursework complete the recommended course sequence in 3 years. • Of those students who complete the sequence 10 – 12% fail to enroll in the first college level course required for degree completion or transfer

  3. Developmental Education Task Force Appointed by the President of Bucks to report on current status of Developmental Education at BCCC

  4. Members • The Provost • Vice President, Student Affairs • Dean, Academic and Curricular Services • Assistant Academic Dean, Language and Literature • Assistant Academic Dean, Mathematics, Science and Technology • Executive Director, Research and Assessment

  5. Review of Current Research • To increase developmental students’ rate of persistence and program completion • Get students enrolled in a program of study as soon as possible • Get students through developmental coursework as quickly as possible

  6. Entry into and Completion of Program of Study • Essential for students to enter a program of study as soon as possible • Students who enter a program of study in first year- much more likely to complete a credential or transfer to a four-year program then students who did not enter a program until the second year • Redesign process should strengthen pathway to program entry and completion Get With the Program: Accelerating Community College Students' Entry into and Completion of Programs of Study (CCRC Working Paper No. 32) http://ccrc.tc.columbia.edu/Publication.asp?UID=885

  7. Shorten the Developmental Sequence • Structural Deficiency in Traditional Sequence • Multitude of exit points available to and taken by students • Lose students at each point of the sequence • “Multiplication Principal” Myra Snell (Los Medanos College) and Katie Hern (Chabot College) • “Leaky Pipeline” Donna McKusick and Peter Adams from the Community College of Baltimore County

  8. Focus on Acceleration • Develop approaches to shorten the developmental coursework sequence • Prevent leakage • Gets students into program of study faster

  9. Definition of Acceleration • “Reorganization of instruction and curricula in ways that facilitate the completion of educational requirements in an expedited manner.” • Accelerating the Academic Achievement of Students Referred to Developmental Education (CCRC Working Paper No. 30, Assessment of Evidence Series http://ccrc.tc.columbia.edu/Publication.asp?UID=867

  10. Models for Accelerating Students’ Progress through Developmental Education • Avoidance Models • High School Programs • Summer Bridge Programs • Compressed Courses • shorter time frame • Modularized Courses • Individualized and self-paced • Mainstreaming into College – Level Courses • College level course with supplemental supports Unlocking the Gate :What We Know About Improving Developmental Education http://www.mdrc.org/publications/601/overview.html

  11. Acceleration in Reading • Three main approaches to expedite movement through developmental coursework • Modularized Instruction • Mainstreaming into College –Level Courses • Avoidance of Developmental Reading

  12. Reading PlacementBased on Accuplacer Score • Score Reading Course • Level 1 READ090:Intro to College Reading (< = 57) 11 – 13% • Level 2 READ110: College Reading + Study Strategies (58-75) 25 – 27% • Level 3 No Reading Course Required (> = 76) 60 – 64%

  13. Level 1-READ 090Introduction to College Reading • Required course - must be taken the semester immediately following the test • Level 1 Reading score - limits enrollment in college level courses • Retake Accuplacer at end of course and need to test into Level 2. • Students enrolled in READ090 must next register for READ110 Students enrolled in READ090 must next register for READ110 unless they receive a level 3 on the Accuplacer.

  14. Modular Approach • Fast-Track Reading 1 credit • Computer-based • Originally used Accuplacer Diagnostic • MyFoundationsLab for Reading • Diagnostic Assessment • Personalized learning plan • Interactive learning activities • Self-paced

  15. Results from Summer Pilot • 60 unduplicated students were enrolled in READ 089 during Summer 1 and 2, 2011. • 16 (26.7%) were new to the college. • 21 (35.0%) were in READ 090 in Spring 11 • 23 (38.3%) were in AESL in Spring 11 or Summer 1 2011 • 53 (88.3%) successfully completed the course. • 35 (66.0%) improved their reading level. • 27 (50.9%) improved one level. • 8 (15.1%) improved two levels.

  16. Fast Track Reading

  17. Mainstreaming into College-level Courses • Evaluation of composite of scores as criteria for placement • Reading>=52, Writing=4 + Math>=5 • Enrolled in Paired READ110 and content course • Reading >= 52, Writing=4 or Math= 5 • Reading <= 52, Writing=4 + Math >=5 • Enrolled in Paired READ110 and content course • Additional support of Fast-Track Reading

  18. Results of Composite Score Placement

  19. Avoidance Models • Early Testing in High Schools • Collaboration with High Schools to offer programs during senior year or summer • Problems • “Buy –in” from high school administrators • Implementation of programs • After school • Incorporated into school day • Dual enrollment

  20. Future Directions in Reading • Continue conversation with high schools • Track and adjust composite placement scores • READ 085 –Academic Support Seminar • One credit course attached to content course • Early test-out • Curriculum redesign

  21. Acceleration in MathMath Placement Scores • 1 MATH090 Prealgebra ~14% • 3MATH095 Basic Algebra ~23% • 5 MATH103 Intermediate Algebra ~37% MATH101/102/110 Math Concepts/Math for Tech

  22. Math Acceleration Efforts • MATH085 Math Lab • A one credit support lab for Learning Community • MATH089 Fast Track Mathematics • A one-credit course designed for students who place below their expected level on the placement exam • Goal is to place into a higher math course • Aleks program, assessments after 80% pie completion • Originally designed for Developmental Math students • See Janine Termine’s presentation Wednesday at 8AM

  23. Math 089 Fast Track Results

  24. Curriculum and Structure Redesign • MATH090 Redesign-technology, common assignments, quizzes, final. Prepared sample tests, in-class practice, examples and guided lecture notes available for instructors. • Planned MATH095 Redesign • MATH093 Pre/Basic Algebra • 5 credit accelerated course, lab-based, one-on-one time with instructor in lab after lecture. Only three did not pass, two due to illness and one dropped due to workload. • MATH100 Basic/Intermediate Algebra • Additional Modular Semesters

  25. COMP AccelerationPlacement Scores

  26. Placement Stats Placement in writing courses is based on a timed, written essay scored by trained faculty in the Department of Language & Literature. • COMP110 20% (college-level course) • COMP107 71% (87.7% recent HS grads) • COMP090 7% • AESL 2%

  27. The Acceleration Pilot Several pilots were proposed, the Department decided to concentrate on this one: A subset of Fall 2011 students who scored 4 in writing, 3 in reading, and 5 or higher in math were randomly assigned to one of three groups: • COMP107 (the required pre-requisite course) • COMP110 with a one-credit supplemental COMP085 course • COMP110 without the supplement

  28. The Results

  29. What’s Next? • After reviewing the results, the Department decided to take the following steps: • Track the students through the next COMP course • Repeat and expand the pilot in Fall 2012 and track those students as well • Based on those results…..

  30. Questions?????? angelol@bucks.edudarrahs@bucks.edumayd@bucks.edu

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