Corequisite Remediation in the Central Valley Corequisite Remediation in the Central Valley Julie Johnson Vice President of Strategy

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Presentation transcript:

Corequisite Remediation in the Central Valley Corequisite Remediation in the Central Valley Julie Johnson Vice President of Strategy

Corequisite at Scale Initiative 13 states are developing plans to scale: Central Valley of CA Hawaii’ Illinois Idaho Massachusetts Missouri Montana New Hampshire New MexicoOhio OklahomaRhode Island West Virginia

Taking Corequisite to Scale  Set a goal to increase the number of students who complete college-level math and English and enter a program of study in one year.  Scale corequisite support for the vast majority of students.  End the use of a single exam to place students into remediation.  Adopt alternative gateway courses to college algebra for programs that don’t require calculus.  Immediately advise new entering students on their choice of program and appropriate college-level courses.

Corequisite Initiative  National academy  In-state institute  Technical assistance through 2018  Quarterly/monthly calls on progress  Support with work plan and timeline  Close partnership with California Acceleration Project for professional development and further training  Evaluation of outcomes

CVHEC Participating Institutions Clovis Community College - English and math Modesto Junior College - English Porterville College – English Reedley College - English and math San Joaquin Delta College – English West Hills Community College – Math WHCC Coalinga - English and math Merced College - English and math College of the Sequoias – English Fresno City College - English, ESL, and math

Three High-Leverage Strategies Changing Placement Policies: Colleges broaden access to transfer-level courses, and make access more equitable, by adjusting cut scores, using robust multiple measures, and requiring algebra-based testing and remediation only for access to courses that require substantial algebra. Implementing Co-requisite Models: Students classified as “below transfer level” are allowed to enroll in a transfer- level course with extra concurrent support, saving them at least a semester of stand-alone remediation and reducing their chances of dropping out (e.g., “1A- plus” models: students co-enroll in English 1A and 2 additional units with the same instructor). Redesigning Remedial Courses: Multi-level sequences in English and math are replaced with accelerated courses that are well aligned with the transfer-level requirements in students’ chosen pathway.

Seminar for CA Colleges Nov 10, 8:30 am – 12 pm, San Francisco