Vice President of Strategy Julie Johnson, Ed.D Vice President of Strategy jjohnson@completecollege.org

41 The Alliance COMPLETE COLLEGE AMERICA DC Central Valley Higher Education Consortium Houston Commonwealth of Northern Mariana Islands Puerto Rico Thurgood Marshall College Fund Consortium

Our Approach Work with states, systems and institutions to implement evidence-based strategies at scale to see double-digit gains in outcomes. We are the megaphone. We don’t come up with the strategies, we highlight what others are doing. There are a million things you can do on college completion. Do these. They work. Is there an opportunity to pull these into what you’re doing or help some of these become an organizing force for your various intiiatives.

1. Corequisite Remediation 2. 15 to Finish 3. Guided Pathways - GPS 4. Structured Schedules 5. Performance Funding

Corequisite at Scale 5 states have scaled corequisite support: Colorado Georgia Indiana Tennessee West Virginia 13 states are developing plans to scale: Central Valley of CA Hawaii’ Illinois Idaho Massachusetts Missouri Montana New Hampshire New Mexico Ohio Oklahoma Rhode Island

Central Valley Higher Education Consortium Initial participating colleges: 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 -  English and math Merced College - English and math College of the Sequoias - English Fresno City College - English, ESL, and math

Corequisite at Scale Initiative in California National academy In-state academy Partnership with California Acceleration Project Ongoing technical assistance to implement at scale

Scaling Corequisite Academy Spanning the Divide Bruce Vandal Senior Vice President | Complete College America COMPLETE COLLEGE AMERICA

African Americans, Hispanics and Pell Students are Over Represented 2-year Students 4-year Non-Flagship Students

Most are in Math – Far Too Many Require Both Math and English 2-year Students

Access to College or Remediation For too many students, a remedial class is their first and their last college experience.

The System Does Not Work, Particularly for African Americans Gateway Course Completion in 2 years 2-year college remedial students

Few Graduate or Transfer Of 2-year students enrolled in remediation: 11% graduate in 3 years 18% transfer to 4-year institution (with or without a degree) in 4 years

Student attrition is at the heart of the matter… Remediation Student attrition is at the heart of the matter…

Corequisite Models Paired Remedial Course Accelerated Learning Program Gateway Course Required 0 Credit Lab Structured Assistance Gateway Course One Additional Credit 101+ Model Gateway Course

Two Year Gateway Completion: Traditional Remediation English Math

One Semester Gateway Completion Corequisite Support At Scale Traditional Remediation National Avg for Gateway Course Success 22% English Math

Math Pathways

College Algebra’s Purpose Is Preparation for Programs Requiring Calculus

Math Is Aligned to Majors Meta-Major Gateway Math Program Classics Performing Arts Cultural Studies Humanities Arts Quantitative Reasoning Social Sciences Health Sciences Business Psychology Political Science Communications Statistics/Modeling Welding Carpentry Technical Certificate Programs Technical Math Civil Engineering Chemical Engineering Chemistry Engineering Hard Sciences College Algebra/Pre-Calc/ Calculus

Math Aligned to Major Applicable to Program of Study Requirements Transferable into Programs of Study at Receiving Institutions Designed to be delivered with a Corequisite for Underprepared Students A Key Component of Pre-Major Advising

Purpose, Not Placement

Guiding Objective Students complete gateway courses and enter programs of study in their first academic year

Purpose, Not Placement Identify career/academic goals Advise all students into a meta-major Default place students into the “right” college-level course Create directed self-placement option

A Model Pathway Pre-Major Advising Advise and Assess Social Sciences STEM Humanities Choose Meta-major Coreq Coreq Coreq Gateway Math in 1st year Stats College Algebra QR Choose Major Major Major Major

The Tennessee Story Virtually 100% Corequisite at all state universities and community colleges in Fall, 2015-16 Transferable Math Pathways Quantitative Reasoning Statistics College Algebra/Calculus Corequisites for QR and Stats Bridge from QR to College Algebra

Corequisites result in dramatic improvements in gateway course success TBR Community College Gateway Math Success in One Year

Corequisite students earn more credits and persist at higher rates For example at community colleges: Retention rates increased from: 47% to 63% at community colleges 73% to 79% at the state universities. Credit accumulation in the first year improved from 19 credits to 22.6 credits

Co-Req Cost Analysis Cost-Effectiveness of Co-Requisite Remediation Tennessee Community Colleges, Scale Implementation, Fall 2015   Math Prerequisite Model Corequisite New remedial students (per year per college)   400 Avg. cost per student $955 $1,965 College-level gateway course completion rate   12%   51% Avg. cost per successful student   $7,720   $3,840 Efficiency gain   +50% * ** * ** * One year rate. **One term rate. Source: Belfield, Jenkins, Lahr (2016).

Co-Requisite Remediation At Scale California Acceleration Project Complete College America December 2, 2016 Katie Hern CAP Co-Founder English Instructor Chabot College khern@chabotcollege.edu Handouts: > Homework sheet with prompts from SSSC Blank disaggregated placement data table 4-page CAP research brief Sample assessments handout (SSSC 2014) Affective practices

Student Success Scorecard Statewide, more than three-quarters of incoming students are classified “unprepared” At MSJC, 87% of incoming students are classified unprepared in math and 85% in English

Disappearing Students: English-Writing in California Students’ Starting Placement English-Writing % Completing Transfer-Level English in 3 Years One Level Below 48% Two Levels Below 34% Three or more Levels Below 19% Data on racial demographics from: Perry, M.; Bahr, P.R.; Rosin, M.; & Woodward, K.M. (2010). Course-taking patterns, policies, and practices in developmental education in the California Community Colleges. Mountain View, CA: EdSource. Across CA, students of color 2-3 times more likely to begin in lowest levels than white students Statewide data, Basic Skills Cohort Tracker, Fall 2009-Spring 2012

Disappearing Students: Mathematics in California Students’ Starting Placement Mathematics % Completing Transfer-Level Math in 3 Years One Level Below 35% Two Levels Below 15% Three or more Levels Below 6% Initial placement really determines your destiny – your likelihood of EVER completing a bachelor’s degree determined right here. Mention Greg Stoup’s study here – 50%-60% of the racial inequities in long-term college completion is driven by students’ initial placement Across CA, more than half of Black and Hispanic students in remedial math begin here Statewide data, Basic Skills Cohort Tracker, Fall 2009-Spring 2012

Completion of Transfer-Level Math in 3 years Cuyamaca students starting 3 levels below transfer

How do we determine who is “college ready” and how much remediation students need? Sample Item: Accuplacer “Sentence Skills” Test Writing a best seller had earned the author a sum of money and had freed him from the necessity of selling his pen for the political purposes of others. Rewrite, beginning with The author was not obliged The new sentence will include A) consequently he earned B) because he had earned C) by earning D) as a means of earning CCRC analysis has shown that both Accuplacer and Compass are incredibly weak predictors of students’ abilities – and just a couple months ago, the company that makes Compass acknowledged this and announced that they would no longer be offering the test.

Are you college ready?

Little Algebra Is Required to Learn Statistics, But Algebra Tests Determine Whether Students Can Enroll in Statistics

Widespread Under-Placement across CA Invisibility of under-placement I had never looked at my own college’s placement practices until 2014 – how are we determining who gets into college English? We have started asking colleges to give us this data at CAP events…

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. Talking points – these strategies have two things in common: they shorten students path through transfer-level courses and eliminate exit points, and all are grounded in the belief that students are capable of doing higher level work than we have traditionally assumed

Broadening Access to Statistics: College of the Canyons Old Model: Accuplacer (weighted 90%) AND Multiple Measure Questions (weighted 10%) Results: 14% placed into college level math   New Model: Direct placement into Statistics if a student meets any of the following criteria:  HS GPA of 3.0 or higher   OR  HS GPA of 2.7 and Algebra 2 or higher with C or higher  OR  HS GPA of 2.7 and Algebra 1 with B- or higher  OR  Algebra 2 with B- or higher Results:  71% are eligible to take Statistics. The average placement has increased two levels. Kathy describes changes to placement (including verbal description of Calc path placement) and dramatic increase in number of sections of statistics. Then shares illustration of how they are working with faculty and are piloting supports for students in Stats

Transforming Math Remediation: Cuyamaca College Created a 6-unit Pre-statistics course with no prerequisite in Fall 2011: African American students 4.8 times more likely to complete transfer-level math than in traditional remediation (33% in 1 year vs. 7% in 3 years) Latino students 4.3 times more likely (48% in 1 year vs. 11% in 3 years) Based on this success, Cuyamaca has made other changes: No longer offer courses 2 or more levels below transfer Lowest placement for any student is Intermediate algebra with concurrent support (1-level-below transfer – for STEM students) Fall 2015: 21% placed directly into transfer-level math; in Spring 2017, 100% eligible for Statistics or Statistics with 2 units of concurrent support Placement based primarily on self-reported HS GPA (2.8 or higher) or last math course with C or better; testing can only increase placement High-challenge, high-support student-centered pedagogy (GCCCD Office of Research and Institutional Effectiveness, Summer 2015) This data is from their BSSOT RFA. The data reported in their Best Practices document for D&D was 4.3 and 2.1 times without percentages reported.

Examine your local data: Where are you placing students? One Central Valley College: 75% of students were required to take 2+ remedial math courses, and their likelihood of completing a transfer-level course in three years was between 2% and 10%.

How does initial placement drive completion?

Ambitious Acceleration across CA 75% of CA community colleges are working with CAP – some are just beginning to implement the three strategies, some are completely transforming remediation. 35 colleges are offering redesigned Statistics pathways with CAP, several more with Statway. At least 20 colleges are offering/planning to offer concurrent support/co-requisite models in 2016-17 or 2017-18. At least 8 colleges now offer only one level of remediation below college English; at several others, fewer than 10% of incoming students begin two levels below college English. At several colleges, the combination of placement reform and co-requisite models mean that more than 70% of incoming students qualify to begin directly in transfer-level English or Math (90% in English at Mira Costa College).

Take Action on Your Campus Complete the CAP template on placement and completion Convene conversations to examine this data with English, math, counseling, equity & basic skills committees – communicate the urgency of addressing inequities and low completion rates Investigate whether your college is implementing the three high-leverage strategies and, if so, at what scale – are most students still stuck in traditional remedial sequences? Remember that student completion declines with every remedial course required – to the greatest extent possible, ensure that students can begin in transfer-level courses (regular or with concurrent support) Don’t be dissuaded when someone tries to tell you it “can’t be done” because of UC, CSU, Title 5, students’ low skills… Connect to statewide resources to help you launch & scale-up – CAP, Multiple Measures Assessment Project

Get Connected www.AccelerationProject.org -- New CAP website ( Old website: http://cap.3csn.org ) Acceleration across California: CAP’s First Statewide Conference March 9-11, 2017 in Sacramento Applications for 2017-18 CAP programs will open in January Community of Practice, Design & Development Institute, Leadership Training Program Facebook Group: Search for “California Acceleration Project” Active discussion group where researchers, administrators, and faculty involved in remediation reform share resources, pose questions, and learn what is going on at other colleges and nationally