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Good morning!

Good morning! . Introductions Agenda . Questions . What do you expect students to know and be able to do upon entering college? What would you like to know from college professors? .

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Good morning!

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Presentation Transcript

  1. Good morning! Introductions Agenda

  2. Questions What do you expect students to know and be able to do upon entering college? What would you like to know from college professors?

  3. Non-Traditional Standardized Testing: ACCUPLACER on the Paths to College Access and Readiness for Everyone By Robyn Ellis Director of College Readiness and Community Outreach, College Access and Readiness for Everyone (CARE), UDC Community College Phone: 202-274-5123 Email: robyn.attebury@udc.edu

  4. C.A.R.E. Goals • Collaborate with DC high schools and GED programs to support students • Provide exposure to college courses through dual enrollment • Prepare students that are not ready for credit-bearing courses

  5. The Purpose of the ACCUPLACER Exam • To indicate success in credit-bearing college courses

  6. About ACCUPLACER Exams • ACCUPLACER Exams: • Placement Exam: determines placement into credit-bearing college courses, computer adaptive • Diagnostic Exam: determines math, reading, and writing competencies where student needs additional instruction; content is automatically populated in the ACCUPLACER MFL Intervention when online intervention begins • Created by College Board • Plans to align ACCUPLACER to Common Core State Standards • Used in 1,300 institutions nationwide

  7. About ACCUPLACER Intervention • ACCUPLACER Intervention: provides students with online math, reading, and writing modules (assignments, tutorials, and practice assessments) tailored to specific needs • Created by Pearson Education • Known as My Foundations Lab or MFL • Online intervention course = 10 weeks in length • Student should spend at least 4 hours per week in MFL • Implementation recommended with consistent, supplemental instruction from English and Math teachers • Used nationwide in high school transition programs, summer bridge programs, and community colleges

  8. Where ACCUPLACER is administered • From 2009-2014, ACCUPLACER placement exams have been administered at these campuses:

  9. How students are placed intocollege-level courses via ACCUPLACER

  10. Student Experiences with ACCUPLACER + • Informed interventions needed in high school • Opened access to early college courses and credits • Gained confidence about math, reading, and writing skills • Intervention provides practice in specific skills instead of semester-long Math or English course - • Unsure of the stakes of the exam • Did not prepare for test • Want extra practice in an easy remedial class • Transfer students may have to take the ACCUPLACER exam and remedial classes again

  11. Overview of Results From 2011-2014, the C.A.R.E. division has used ACCUPLACER in several ways: • Early ACCUPLACER placement testing for high school students • Early ACCUPLACER interventions, including a summer bridge program • As an indicator of eligibility for Dual Enrollment (and all credit-bearing courses at UDC)

  12. Results: ACCUPLACER Placement Exams • Incoming UDC-CC students: In 2012-2013, 4% of incoming UDC-CC students place into all college-level credit-bearing courses • High school and GED program students: From 2011-2014, 3,195 students (from over 20 D.C. schools) took the ACCUPLACER placement test • 6% (186) placed into college-level Math courses • 16% (524) placed into college-level English courses • 77% (2,485) placed into remedial courses in one or more areas

  13. Preliminary Conclusions • With 3 years of baseline data, we have several opportunities: • Assess and address specific needs in Math by providing skill-building interventions • Assess and address specific needs in Reading and Writing by providing skill-building interventions

  14. Results: ACCUPLACER My Foundations Lab Interventions • MFL Intervention in the Summer Bridge Program 2013: • 25 students participated in a 10-week ACCUPLACER MFL intervention • 13 students completed SB 2013 • 2 students placed into credit-bearing courses • 11 students showed progress in 1 or more areas (avoiding 1 or more remedial courses) • MFL Intervention in-schools 2013-2014: • 25 students participating in an in-school ACCUPLACER MFL Intervention at GED programs (spring 2014) • Incomplete post-testing data • 2014-2015: Expansion of interventions planned for D.C. high schools

  15. Preliminary Conclusions • With 3 years of baseline data, we have several opportunities: • Assess and address specific needs in Math by providing skill-building intervention • Assess and address specific needs in Reading and Writing by providing skill-building intervention • Structure expansion of interventions and provide supported implementation in high schools

  16. Results: Dual Enrollment Program • 567 9th-12th grade and GED program students have dual enrolled at UDC-CC from 2012-2014 • Percent of dual enrolled students passing with A, B, or C • 100% (15) in summer 2012 • 56% (34) in fall 2012 • 71% (79) in spring 2013 • 84% (26) in summer 2013 • 85% (66) in fall 2013 • Results from Spring 2014 dual enrolled students • 133 students dual enrolled in spring 2014 • 85% of spring 2014 applicants require 1 or 2 remedial courses in math • 8% (10 students) withdrawal rate • Dual Enrollment applicants must take the ACCUPLACER Placement exam before applying

  17. Preliminary Conclusions • With 3 years of baseline data, we have several opportunities: • Assess and address specific needs in Math by providing skill-building intervention • Assess and address specific needs in Reading and Writing by providing skill-building intervention • Structure expansion of interventions and provide supported implementation in high schools • Grow participation in dual enrollment to aid students in earning early college credits, saving time and money toward college graduation and increasing their likelihood of on-time graduation

  18. Reflections • What do you find most important about these results, and why? • What other conclusions can you draw from the results? • What would you like for me to bring back to my UDC-CC team in order to assist with sharing information with you in the future?

  19. Administering the ACCUPLACER: Set up the exam session • Host a Student Information Session to discuss the stakes and use of this exam. • Students complete practice tests http://accuplacer.collegeboard.org/students. • Set up a quiet testing space with computers, regular web access (pop-up blockers turned off). • Review Proctor Script. • Provide students with scratch paper and pencil. • Allow time for proctor(s) to login to exam for each student.

  20. Administering the ACCUPLACER: Proctor Demonstration UDC-CC C.A.R.E. division can provide further training upon request. • Demonstration: • Proctor ACCUPLACER Placement exam • Retrieve ACCUPLACER Placement exam score • Register Diagnostic-tested (and selected) students for MFL Intervention • Log into ACCUPLACER MFL Intervention each week to complete online modules in math, reading, and writing • Follow-up support provided: • Phone support • Training videos to share with your school team • For score reporting, course placements, and dual enrollment options • ACCUPLACER 24 hour help line: 866-607-5223 • Feedback requested from high school proctors

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