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Community College Baltimore County

L. P. A. Community College Baltimore County. the accelerated learning program. accelerated. Outline of Today’s Presentation. who we are why we developed ALP what ALP is results other studies costs future plans. A. L. P. The Accelerated Learning Project. 54%. one college.

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Community College Baltimore County

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  1. L P A Community College Baltimore County the accelerated learning program accelerated

  2. Outline of Today’s Presentation • who we are • why we developed ALP • what ALP is • results • other studies • costs • future plans A L P The Accelerated Learning Project

  3. 54% one college three campuses 35,000 students located in Baltimore, Maryland CCBC is A L P The Accelerated Learning Project

  4. average age 29 female/male students of color full/part-time 45 63/37% 45% 34/66 % 54% 36% CCBC Students A L P The Accelerated Learning Project

  5. 37% 72% 62% receive financial aid credit students who place in dev ed work 20 hours or more CCBC Students 100% 75% 50% 25% A L P The Accelerated Learning Project

  6. 72% 72% 57% 58% credit students who place in dev writing credit students who place in dev reading credit students who place in dev math credit students who place in dev ed CCBC Students 100% 75% 50% 25% A L P The Accelerated Learning Project

  7. All students required to be assessed by the 7th credit or before any course with a developmental prerequisite Primary assessment instrument is Accuplacer Students can retest or appeal (writing sample for English) Placement is computer enforced Assessment & Placement A L P The Accelerated Learning Project

  8. RDG 052 RDG 051 ENGL 051 ENGL 052 MATH 082 MATH 083 MATH 081 CCBC’s Developmental Education Program:Courses A L P The Accelerated Learning Project

  9. ENGL 051 ENGL 052 ENG 101 ENG 102 CCBC’s Developmental Education Program:Courses A L P The Accelerated Learning Project

  10. Outline • who we are • why we developed ALP • what ALP is • results • other studies • costs • future plans A L P The Accelerated Learning Project

  11. view 1: view 2: as a pathway to college success as a gate, keeping out those not qualified for college-level work Two Ways of Viewing Developmental Education

  12. 1993 Study • students who took ENG 052 at Essex Community College in 1988/89 • 863 students • followed for four years—until 1992 A L P The Accelerated Learning Project

  13. U or W ENG052 373 43% S in ENG052 490 57% 100% ABC in ENG101 287 81% 100% DFW in ENG101 68 19% 75% 75% 50% 50% 25% 25% 0% 0% How We First Measured Success in Our Developmental Courses Success rates for students who took ENG052 in 88-89 Success rates for students who passed ENG052 in 88-89 and then took ENG101 by sp 92 A L P The Accelerated Learning Project

  14. took no more writing courses 135 16% never passed 052 373 43% S in 052 490 57% took 101 355 41% took 052 1988/1989 863 Students who took ENG 052 for the first time in 1988/1989 A L P The Accelerated Learning Project

  15. took no more writing courses 135 16% never passed 052 373 43% S in 052 490 57% took 052 1988/1989 863 took 101 355 41% Students who took ENG 052 for the first time in 1988/1989 A L P The Accelerated Learning Project

  16. took no more writing courses 135 16% never passed 052 373 43% D, F, or W in 101 68 8% A, B, or C in 101 287 33% S in 052 490 57% took 101 355 41% took 052 1988/1989 863 Students who took ENG 052 for the first time in 1988/1989 A L P The Accelerated Learning Project

  17. took no more writing courses 135 16% never passed 052 373 43% D, F, or W in 101 68 8% A, B, or C in 101 287 33% S in 052 490 57% took 101 355 41% took 052 1988/1989 863 Students who took ENG 052 for the first time in 1988/1989 A L P The Accelerated Learning Project

  18. took no more writing courses 135 16% never passed 052 373 43% D, F, or W in 101 68 8% A, B, or C in 101 287 33% S in 052 490 57% took 101 355 41% took 052 1988/1989 863 Students who took ENG 052 for the first time in 1988/1989 59% A L P The Accelerated Learning Project

  19. Carla’s Comment “I’m really a terrible writer, but my English teacher thinks I’m a good writer, so this semester I have written really good papers so she doesn’t find out what a bad writer I am.” A L P The Accelerated Learning Project

  20. The Problem For students placed in ENG 052, • the success rate is too low. • the attrition rate is too high A L P The Accelerated Learning Project

  21. Outline • who we are • why we developed ALP • what ALP is • results • other studies • costs • future plans A L P The Accelerated Learning Project

  22. ENG 052 ENG 101 semester 2 Traditional ENG 052 semester 1 A L P The Accelerated Learning Project

  23. ENG 101 ENG 052 MWF 9:05-10:00 MWF 10:10-11:05 semester 1 semester 1 ALP A L P The Accelerated Learning Project

  24. What do we do in the ENG 101 class? The English 101 class is conducted just like a regular 101 class. We consider it essential that we maintain the same standards and cover the same material in the 101 class as we would in any 101 section. A L P The Accelerated Learning Project

  25. What do we do in the ALP 052 class? • The instructor for the ALP 052 section has one goal: to do everything possible to maximize the ALP students’ likelihood of success in the 101 class. • answering questions left over from the 101 class • lots of writing, mostly of short papers that reinforce what has been iiiidiscussed in the 101 class or prepare for what will be discussed in iiiithe 101 class • discussing ideas for the next essay in 101 • reviewing drafts of essays the students are working on for 101 • working on grammar and punctuation • discussing how to succeed as a college student • discussing problems interfering with the students’ progress in 101 A L P The Accelerated Learning Project

  26. pass pass pass fail fail fail fail pass Grading ENG 052 ENG 101 A L P The Accelerated Learning Project

  27. Outline • who we are • why we developed ALP • what ALP is • results • other studies • costs • future plans A L P The Accelerated Learning Project

  28. have not passed 052 419 41% U, W, or I in 052 52 23% took 052 2007-09 227 S in 052 175 77% S in 052 604 59% took 052 fa 06 1023 students who took traditional developmental writing in fall 06 students who took ALP in fall 07, spring 08, fall 08, spring 09 A L P The Accelerated Learning Project

  29. took no more writing courses 0 0% took no more writing courses 221 22% have not passed 052 419 41% U, W, or I in 052 52 23% took 052 2007-09 227 took 101 383 37% S in 052 175 77% S in 052 604 59% took 101 227 100% took 052 fa 06 1023 students who took traditional developmental writing in fall 06 students who took ALP in fall 07, spring 08, fall 08, spring 09 A L P The Accelerated Learning Project

  30. took no more writing courses 0 0% took no more writing courses 221 22% have not passed 052 419 41% U, W, or I in 052 52 23% A, B, or C in 101 279 27% A, B, or C in 101 142 63% took 052 2007-09 227 S in 052 604 59% S in 052 175 77% took 101 227 100% took 052 fa 06 1023 took 101 383 37% 54% D, F. I, or W in 101 85 37% D, F. I, or W in 101 104 10% 23% students who took traditional developmental writing in fall 06 students who took ALP in fall 07, spring 08, fall 08, spring 09

  31. have not passed 052 419 41% took 102 29 39% S in 052 604 59% took no more writing courses 0 0% took 052 fa 06 1023 took no more writing courses 221 22% took 101 383 37% A, B, or C in ENG 101 279 27% took ENG 102 154 15% passed ENG 102 107 10% A, B, or C in ENG 101 42 57% passed ENG 102 19 26% took 052 07-08 74 D, F, I, or W in ENG 101 32 43% haven’t taken ENG 102 13 17% F, I, or W in ENG 102 10 14% D, F. I, or W in ENG 101 104 10% F, I, or W in ENG 102 47 5% haven’t taken ENG 102 125 12% took ENG 101 74 100% S in 052 55 74% U, W, or I in 052 19 26%

  32. 77% pass ENGL 052 81% pass ENGL 052 59% pass ENGL 052 79% pass ENGL 052 74% pass ENGL 052 79% pass ENGL 052 75% pass ENGL 052 ALP Success Rates, 2007-09 75% 50% 25% ALP fall 09 traditional 052 fall 06 ALP fall 07 ALP fall 08 ALP spring 09 ALP spring 08 ALP spring 10 A L P The Accelerated Learning Project

  33. 27% pass ENGL 101 62% pass ENGL 101 65% pass ENGL 101 66% pass ENGL 101 59% pass ENGL 101 64% pass ENGL 101 64% pass ENGL 101 ALP Success Rates, 2007-09 75% 50% 25% ALP fall 07 traditional 052 fall 06 ALP spring 08 ALP fall 09 ALP spring 10 ALP fall 08 ALP spring 09 A L P The Accelerated Learning Project

  34. Outline • who we are • why we developed ALP • what ALP is • results • other studies • costs • future plans A L P The Accelerated Learning Project

  35. Nikki Edgecombe and Davis Jenkins Community College Research Center Teachers College, Columbia University Funded by the Lumina Foundation Community College of Baltimore CountyAccelerated Learning Program (ALP) Preliminary Analysis of Effectiveness

  36. Age Gender Race/ethnicity Family income (Census tract + FAFSA EFC) Family size Dependent status Financial aid (type and amount) Multivariate model controls Earned credits prior to CCBC enrollment CCBC dual enrollment Full-time at first enrollment Credits attempted prior to ENG 052 Took ENG 051 (lower-level dev ed course) Accuplacer scores (English, reading, math) * Instructor (anonymous) identifiers for accelerated and regular sections

  37. Results indicate positive effects of ALP enrollment for ENG 052 students in terms of: ENG101 passes ENG102 attempts and passes total college-level courses attempted in the iyear following ENG 052. Conclusions

  38. Conclusions CCRC plans to conduct a further examination of ALP be conducted after the program has scaled up to a larger proportion of CCBC students and faculty

  39. The CCRC report on CCBC has just been released and can be downloaded from their web site: http://ccrc.tc.columbia.edu Community College Research Center Institute on Education and the Economy, Teachers College, Columbia University 525 West 120th Street, Box 174, New York, NY 10027 E-mail: ccrc@columbia.edu Telephone: 212.678.3091

  40. A L P The Accelerated Learning Project Student Surveys Student surveys were distributed in all ALP classes and in sections of traditional ENGL 052 at the beginning and at the end of the spring 2010 semester. 53 traditional ENGL 052 students and 91 ALP students responded to the pre-semester survey. 48 traditional ENGL 052 students and 79 ALP students responded to the post-semester survey. A L P The Accelerated Learning Project

  41. What Are the Features of ALP That Produce the Increased Success Rates Effects on ALP Students improved attitude successful behavior persistence bonding confidence learning feels useful attachment to college A L P The Accelerated Learning Project

  42. What Are the Features of ALP That Produce the Increased Success Rates Effects on ALP Students learning feels useful attachment to college successful behavior improved attitude persistence confidence bonding A L P The Accelerated Learning Project

  43. 82% 96% ALP encourages a more positive attitude in developmental students. How do you feel about having been required to take this course? a. very positive b. somewhat positive c. somewhat negative d. very negative 100% 50% traditional ALP L P A The Accelerated Learning Project

  44. 31% 50% ALP encourages a more positive attitude in developmental students. How do you feel about the fact that you do not get credit for this developmental English course? a. very positive b. somewhat positive c. somewhat negative d. very negative 100% 50% traditional ALP L P A The Accelerated Learning Project

  45. What Are the Features of ALP That Produce the Increased Success Rates Effects on ALP Students learning feels useful attachment to college successful behavior persistence confidence positive attitude bonding A L P The Accelerated Learning Project

  46. What Are the Features of ALP That Produce the Increased Success Rates Effects on ALP Students learning feels useful attachment to college successful behavior persistence confidence positive attitude bonding A L P The Accelerated Learning Project

  47. Weekly Report on Student Behavioral Problems 1. How many students originally registered for your class: _______. 2. How many students have dropped the course: ________. (Count students as "dropped" when they have officially dropped through Records & Registration or if they have missed so many classes that, if they returned now, they could not possibly pass the course.) 3. How many were absent each day this week. If there are students whom you have listed under question 2 as "dropped," do not count them as absent. a. Monday or Tuesday: _______ b. Wednesday or Thursday: ______ c. Friday: _______ 4. How many students were late by more than 5 minutes: a. Monday or Tuesday: _______ b. Wednesday or Thursday: ______ c. Friday: _______ 5. How many students missed deadlines for submitting required work this week? If there are students who did not come to class this week and did not submit required work, count them in this total. Do not count students whom you listed as "dropped" in question 2 as missing deadlines. 6. How many times this week did you have to interrupt class to talk to a student or several students about their behavior?

  48. 22% 33% 3% 5% 60% 7% 16% 9% 2% 2% 19% 16 % Study of Student Behavior from Fall 2008 and Spring 2009 25% traditional ENGL 052 ALP ENGL 052 20% 15% 10% 5% late for class missed class missed assignment deadlines disrupted class

  49. 100% 76% 84% 50% ALP encourages positive student behaviors, discourages negative ones. I took part in class discussions a. often b. fairly often c. occasionally d. seldom post- traditional post- ALP A L P The Accelerated Learning Project

  50. What Are the Features of ALP That Produce the Increased Success Rates Effects on ALP Students learning feels useful attachment to college successful behavior persistence confidence positive attitude bonding A L P The Accelerated Learning Project

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