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The Transformative Power of Remediation

The Transformative Power of Remediation. Steven Spurling City College of San Francisco. The Questions. Are English and Math levels related to success in a wide variety of college (IGETC) academic areas?

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The Transformative Power of Remediation

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  1. The Transformative Power of Remediation Steven Spurling City College of San Francisco

  2. The Questions • Are English and Math levels related to success in a wide variety of college (IGETC) academic areas? • If so, does remedial course-taking in English and mathematics allow students who start in college at lower levels to perform equally to students who start at much higher levels?

  3. The dataset • 10 Years of Academic History • 88,000 Students • 350,000 IGETC Course Enrollments • 20 IGETC* Areas • Nearly a Million Class Meetings • Untold Student Time Investment • Native-Speaking Students Only – NO ESL * Intersegmental General Education Transfer Curriculum (IGETC)

  4. Two Hypothetical Patterns • The Student Learning Outcomes Pattern • The Academic Talent Pattern • We will sift through the dataset looking to determine which of these two patterns explains student success.

  5. The Student Learning Outcomes Pattern - Hypothetical

  6. The Academic Talent Pattern

  7. The Actual Pattern

  8. Actual Number of Students

  9. The Data Layout

  10. IGETC Areas

  11. CCSF Sequences

  12. Zero Order Correlations

  13. Regression Estimates – allowed entry into a stepwise regression at a .0001 level

  14. GPA and N in English Composition

  15. Summary Effects Sorted by Impact

  16. Sorted By Relative Math/English Importance

  17. Two Major Questions • How do students do once they get to where ever they are going educationally? • How many of them get there? • The first question needs to be answered before the second one has any meaning.

  18. Question 2 – The Completion of Transfer-Course Rate of New First Time Students

  19. Are the progressively lower completion rates for lower placing students in the prior slide a result of lower placing students being filtered out because of their lack of academic capability or because they are required to take more class levels? • To Complete a transfer level: • Arithmetic students must • Enroll in arithmetic • Pass it • Enroll in elementary algebra • Pass it • Enroll in intermediate algebra • Pass it • Enroll in a transfer level math class • Pass it An EIGHT step process

  20. What’s P? • How to compare the ability to complete the sequence of courses of higher placing and lower placing students? • The march to D.C. analogy. • A simplifying assumption: all of the percentages are the same • p = the average enrollment and success rate. • T = transfer level completion • S = steps in the sequence • S = (l + 1)*2 – 1 • Where l = levels below transfer t = ps p = t 1/s

  21. What’s P in English? • P (L) = 11th root of .0348 = .739 • P (90) = 9th root of .153 = .812 • P (92) = 7th root of .242 = .817 • P (93) = 5th root of .356 = .813 • P (96) = 3rd root of .498 = .793

  22. And 8 Years Out?

  23. IT’S THE LENGTH OF THE SEQUENCE!!! • P is very similar across disciplines and from one level to the next. • Students at the lower levels are not less likely to succeed and re-enroll at any given point. • Their lower completion rates are related to the number of steps they have to complete! It’s the length of the sequence!

  24. Conclusions • Academic Talent or Learning Outcomes? • It would seem to be Learning outcomes however in English there is grade slippage that impacts performance exterior to English. • Social promotion or the soft ‘C’ or both? • Sequence length or filtering of less capable students who enter the sequence at lower levels? • The exponent is the length of the sequence. • P represents the equality of capability across levels. • It would seem to be sequence length (the exponent) that lowers end-of-sequence completion more than differences in P – average point-in-time success and enrollment rates – by level. • P declines markedly at the lowest levels only in a four year examination. In an 8 year look, P levels out across levels. • The Bottom-bottom line. • We can deal with many issues. These include everything from learning outcomes to sequence length to grade slippage to heterogeneity of ability. We can’t affect academic talent. • Given the nature of our populations, low placing and part-time, we need to track them over longer periods to time. Our model might be continuous education over long periods of time. • The transformative power of remediation or the second press? What’s our job?

  25. Transfer Completion by Levels below Transfer and Average Success and Enrollment Rate

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