Scaling Corequisite in WV Neal Holly, Ph.D. Vice Chancellor for Policy and Planning West Virginia Higher Education Policy Commission West Virginia Council for Community and Technical Colleges

Impact of Developmental Ed. Reform Numbers for context Tell a story about where we’ve been and where we’re going

Prior to Corequisite: CTCS 2011-12 Passing gateway math in two years Passing gateway English in two years 14.3% 37.3%

Corequisite at Scale: CTCS 2014-15 Passing gateway math in one semester Passing gateway English in one semester 62.6% 74.1%

Corequisite at Scale: CTCS

Students in Developmental: HEPC 2013 25% Cohort 48% Undeclared 19.5 Avg. Age In Math 34.3% Minority 35.5% Pell 50-50 Gender

Developmental and Retention Developmental student retained to the second year Developmental math Developmental English Both English and math 54.1% 68.3% 62.5% 78.1% Non developmental student retention rate:

Developmental and Academic Outcomes Academic outcomes at the completion of spring term   Credit Hours Attempted Semester GPA Cumulative GPA Cumulative Hours Earned Developmental Math 1193 14.95 2.24 2.49 23.03 Developmental English 302 15.13 2.27 2.44 24.38 Both Developmental Math & English 828 14.75 1.82 2.06 19.46 Did Not Enroll in Developmental Education 7791 15.75 2.70 2.86 28.15 Total 10114 15.55 2.56 2.74 26.73

A Data Story Developmental education reform has been an important springboard for additional reforms that are focused on helping students succeed CCA has been a great partner in helping us move corequisite education to scale But… it did not happen overnight

Our History Phase One (Mercury) Partnered with CCA Collected the data For CCA (2012) State measures Phase Two (Gemini) Experimenting with interventions (2012 – 2013) Scaling corequisite in the two-year system (2016)

Our Future Phase Three (Apollo) Scaling corequisite in the four-year system (2018) Coreq academy in September Introducing math pathways and meta majors Implementing math pathways and meta majors (2019) Studying outcomes (internal & external)

Challenges Along the Way Initial buy in was slow In flux for five years Data collection issues Shaping policies around placement End of COMPASS

Our Future Phase Four (Ares) The strength of weak ties Not one intervention is going drastically improve student success Developing research agenda Relational impact of Game Changer strategies Master plan targets Institutional initiatives Promote the hell out of what we find!

Our Engine is Small Data Analytics is great, but... Expensive Culture of adoption Not a cure all to systemic issues We (The Royal We) are not leveraging our small data to the best of our ability Static Lost in reports Not pushing out small findings

Reporting Examples

Moving Forward Continuing the work to bring corequisite to scale Moving forward with math pathways and meta majors Studying the outcomes of the different initiatives Shifting focus from static reporting to our new data portal Will provide training to stakeholders on how to use the new tools Internal agency staff will have access division specific dashboards Redoubling our efforts to promote findings Maintain and seek out partnerships to promote student success

Thank You! neal.holly@wvhepc.edu 304-558-1112