The Accelerated Learning Program The Community College of Baltimore County

Overview of Presentation What is the problem? What is ALP? What results has ALP produced? What about scaling up? After discussing this slide, Peter turns it back to Sarah.

Second Attempt at Measuring Success (1993) took 052 1988/1989 863 100% passed 052 490 57% never 373 43% took 101 355 41% took no more writing courses 135 16% passed 101 287 33% never 68 8% We have come to see that a longitudinal study in which you follow students through the entire sequence of courses provides a much more useful insight into the success of a program. When we did this, we found that of our original 863 students, after 4 years, only 57% had passed ENG 052. Even more startling, of those 490 who passed 052, 135 never even attempted ENG 101; they simply leaked out of the system. After looking at a lot of diagrams like this one, we have come to talk of the program as a pipeline, and we have come to say that students like the 43% who never passed 052 and the 16% who passed 052 but didn’t even attempt 101 after 4 years, we have come to describe this phenomenon as “leakage from the pipeline.” Much of the design of ALP has been an attempt to shorten the pipeline so there is less opportunity for “leakage.”

Why Do Students Drop Out?

They told us “none of the above” no concrete examples can’t write a thesis subject-verb agreement sentence fragments They told us “none of the above” when we asked students . . . mla format confusing words

stress becomes too great student becomes discouraged changes at work financial problems laid off student loses confidence problems with children student fears she isn’t “college material” affective issues life issues legal problems car trouble student becomes depressed stress becomes too great abusive situation at home eviction medical problems student feels isolated

life issues affective issues non- cognitive issues

credit course 50% pass

developmental course credit course

.75 X .75 X .75 = 42% 75% 75% pass 75% pass developmental course take credit course pass credit course 75% .75 X .75 X .75 = 42%

Overview of Presentation What is the problem? What is ALP? What results has ALP produced? What about scaling up? After discussing this slide, Peter turns it back to Sarah.

ALP at CCBC ENG 101 ENG 052 After discussing this slide, Peter turns it back to Sarah.

How does an ALP developmental class differ from a traditional one? Goal of a traditional developmental course: . for students to pass the developmental course and be ready for first-year composition. Goal of an ALP developmental course: After discussing this slide, Peter turns it back to Sarah. for students to pass first-year composition course.

How does an ALP developmental class differ from a traditional one? . “ I don’t really feel like I’m taking two classes. I feel like I’m taking one class, but we get the deeper version.” ALP student in Michigan After discussing this slide, Peter turns it back to Sarah.

Overview of Presentation What is the problem? What is ALP? What results has ALP produced? What about scaling up? After discussing this slide, Peter turns it back to Sarah.

traditional developmental students: took ENG 052 Fa07-Fa10 5545 100% passed ENG 052 3604 65% did not pass 1941 35% took ENG 101 2661 48% took no more writing courses 943 17% traditional developmental students: fall 2007 – fall 2010 ALP students: fall 2007 – fall 2010 took ENG 052 Fa07-Fa10 592 100% passed ENG 052 485 82% didn’t pass 107 18% took ENG 101 592 100% took no more writing courses 0% data from Cho, Kopko, & Jenkins, 2012 (CCRC)

traditional developmental students: took ENG 052 Fa07-Fa10 5545 100% passed ENG 052 3604 65% did not pass 1941 35% took ENG 101 2661 48% took no more writing courses 943 17% passed ENG 101 Fa07-Fa10 1829 33% didn’t pass 832 15% traditional developmental students: fall 2007 – fall 2010 ALP students: fall 2007 – fall 2010 took ENG 052 Fa07-Fa10 592 100% passed ENG 052 485 82% didn’t pass 107 18% took ENG 101 592 100% took no more writing courses 0% passed ENG 101 Fa07-Fa10 438 74% didn’t pass 154 26% data from Cho, Kopko, & Jenkins, 2012 (CCRC)

traditional developmental students: fall 2007 – fall 2010 passed ENG 052 3604 65% did not pass 1941 35% took Fa07-Fa10 5545 100% ENG 101 2661 48% took no more writing courses 943 17% 485 82% didn’t pass 107 18% 592 0% 1829 33% 832 15% 438 74% 154 26% took ENG 102 721 13% haven’t taken 1109 20% passed ENG 102 554 10% F, I, or W in ENG102 167 3% ALP students: fall 2007 – fall 2010 took ENG 102 296 50% haven’t taken 142 24% passed ENG 102 195 33% haven’t passed ENG102 101 17% data from Cho, Kopko, & Jenkins, 2012 (CCRC)

Percent Earning 12 or More Credits within 1 Year traditional dev writing ALP 40% 39% N=149 34% N=288 33% N=550 38% N=587 35% N=669 30% 20% 20% N=1406 14% N=1328 15% N=1042 16% N=884 13% N=687 10% Fall 2009 Fall 2010 Fall 2011 Fall 2012 Fall 2013

Percent Earning 24 or More Credits within 2 Years 40% Traditional Dev Writing N = 880 ALP N = 590 30% 28% 25% 27% 20% 13% 14% 10% F2010 F2011 F2012

Completion Rates (as of March 2015) traditional dev writing ALP 24% N=34 7% N=68 11% N=149 8% N=288 5% N=549 20% 15% 10% 10% N=966 6% N=1142 5% N=1406 N=1328 3% N=1043 5% Fall 2007 Fall 2008 Fall 2009 Fall 2010 Fall 2011

Why It Works ALP students take their developmental writing course concurrently with ENG 101, rather than as a pre-requisite, which improves student attitude toward the developmental course. Students belief that they are “college material” is enhanced because they are enrolled in a college-level course. The cohort effect—ALP students spend six hours a week together, half that time in a small section—improves attachment to the college. The 101-level students in the comp class serve as role models. After discussing this slide, Peter turns it back to Sarah.

Why It Works Small class size allows attention to individual writing and personal problems. Attention to non-cognitive issues improves retention. The developmental and credit courses are carefully coordinated. The pedagogy of ALP is based on backward design from the credit course and emphasizes active learning, improved reasoning skills, engaged reading, and more effective editing skills. After discussing this slide, Peter turns it back to Sarah.

Replicating ALP A preliminary but promising study funded by the Kresge Foundation, sponsored by Achieving the Dream, and conducted by Dawn Coleman at the Center for Applied Research (CFAR) at Central Piedmont Community College. Center for Applied Research

Success Rates for 7 Participating Colleges comparison cohort ALP cohort 94% 39% 86% 33% 82% 47% 75% 76% 37% 73% 38% 68% 48% 50% 51% 35% 25% A 5-10000 suburbs Midwest B 10-20000 suburbs Midwest C 20000+ urban Southwest D <5000 small town Midwest E <5000 suburbs Southeast F <5000 rural Southeast G 5-10000 small town Mid-Atlantic

Approaches to Redesign reducing need for dev ed contextualizing dev ed supplementing dev ed accelerating dev ed K-20 alignment dual enrollment early assessment and intervention summer bridge learning communities I-BEST student success courses supplemental instruction tutoring modularization compressed courses aligning dev ed with credit courses reducing number of courses co-requisite courses

What results has ALP produced? What about scaling up? Agenda for the Day What is the problem? What is ALP? What results has ALP produced? What about scaling up? After discussing this slide, Peter turns it back to Sarah. A L P The Accelerated Learning Program

Number Taking ALP or Traditional Each Fall 966 1142 1406 1328 1042 884 590 408 687 1400 traditional dev writing ALP 1200 1000 800 34 68 149 288 550 587 669 700 670 600 400 200 Fall 2007 Fall 2008 Fall 2009 Fall 2010 Fall 2011 Fall 2012 Fall 2013 Fall 2014 Fall 2015

Number Taking ALP or Traditional Each Fall 1406 1400 1328 traditional dev writing ALP 1200 Fall 2008 2007 34 68 966 1142 1042 1000 884 800 Fall 2014 700 670 590 408 2015 687 669 587 600 550 400 288 149 200 Fall 2009 Fall 2010 Fall 2011 Fall 2012 Fall 2013

Analyzing Pass Rates 8000 7589 traditional 7000 ALP 6000 total 5343 5000 4000 3000 2246 2000 1000 number in cohort 2009-2013

if we had fully scaled up Analyzing Pass Rates 8000 7589 traditional ALP total 7000 6000 5343 30% 5000 63% number who would have passed 101 if we had fully scaled up 4781 4000 2993 3000 2246 2000 1584 1409 1000 number in cohort 2009-2013 number who passed 101 2009-2013

if we had fully scaled up Analyzing Pass Rates 8000 traditional ALP total 7000 6000 5000 number who would have passed 101 if we had fully scaled up 4781 1788 4000 3576 2993 3000 2000 1000 number in cohort 2009-2013 number who passed 101 2009-2013

26 Boeing 737-700s 137 seats per plane

Number Taking ALP or Traditional Each Fall 100% Number Taking ALP or Traditional Each Fall 149 1406 1400 288 1328 traditional dev writing ALP 1200 68 1142 550 1042 1000 966 587 884 800 700 590 687 670 408 669 600 400 200 34 Fall 2007 Fall 2008 Fall 2009 Fall 2010 Fall 2011 Fall 2012 Fall 2013 Fall 2014 Fall 2015 Fall 2016

Peter Adams padams2@ccbcmd.edu http://peteradamsalp.com The Accelerated Learning Program The Community College of Baltimore County