“Prep for the Test” Promoting Student Success through Proper Placement Courtney Sloan (csloan@Frederick.edu) Tutoring & Writing center coordinator Frederick Community college Lawrence Hall Session #145 Friday, November 3, 2017: 3:15-4:15 pm.

Frederick Community College ~ 6000 credit students Plus Dual Enrollment for all 18 county high schools ~3000 Open Campus Around 67% first generation students Around 73% on financial aid Around 45% non-traditional students TWC ~ 4600 sessions per year January 2016 combined services into Learning Commons

Abstract The “Prep for the Test” program builds bridges of success & trust before the student enters their first class through free resources that assist them in being placed more accurately in the correct starting class. The gaps of misplacement Affect both students and institutions Create money and time-constraints Reduce completion rates

Colleges spend over $4,000,000,000 on remediation programs. The Cost in $$$ Colleges spend over $4,000,000,000 on remediation programs. (Rodriguez, et al., 2015)

The Cost to Schools Each semester 70% of the one million new community college students are placed in remedial/developmental courses primarily based on placement scores More than 20% are underplaced Costs colleges $324/student/semester That’s $45,360,000 per semester! (Rodriguez, et al., 2015)

The Cost in Students Misplacement often disproportionately hampers completion Students that are severely misplaced (a class level or more) 1 in 4 math test-takers 1 in 3 English test-takers Misplacement costs the student Extra tuition Extra semesters Confidence These lead to a higher rate of withdrawal costing both students and the college

Goals of Prep for the Test Place students in the correct starting class to set them up for confidence and increased potential for completion. Provide resources that reach students before placement tests to not only accomplish this, but to build trust and resource use before their first class. Narrow the gap between institution, community, and student.

What students generally know Take a test If they are really informed, many will know: Take a test on everything you know in English and Math Can I fail? Does it even matter? Spend an hour, Save a Semester Prep for the Test to do Your Best

TEST TIME

Answers 1. D 2. D 3. C 4. D 5. B 6. B

The Test ACCUPLACER, ASSET, COMPASS, CPT, ect. Sentence Skills, Reading, & Math Online predictive test Changes for each student Most have unlimited time Some have written sections, some don’t Test a wide variety of basic skills in these areas Most students don’t even know all that

Study Plans- Review not Reteach Combines test knowledge, practice tests, videos, website help, targeted face-to-face assistance, and simulators. Free and online Uses both CORE and various learning style techniques http://guides.frederick.edu/testing

Study Plan Steps Review study items/Checklist Take practice test Use videos properly See problem, pause, attempts, compare your and teacher’s logic Visit study websites and face- to-face help on specific need subjects Take test on a simulator

Silos to Bridges Connects the silos of various campus departments together to help decrease the amount of students underplaced. Learning Commons Tutoring & Writing Center STEM Learning Center Testing-Center Admissions Counseling/Advising Faculty Public school system

Results from students who were deemed at risk and sent by advisor ACCUPLACER TEAS Passed into credit Math= 47% Passed into credit English= 65% Sentence Skill Score= +10.8 points Math Score= +25.2 points Reading Score= +26 points PASS increases= 75% Passage rate= 94%

Bridges are essential Only works if we’re all together Admissions should let them know of the program before they test the first time. Testing-Centers should check if they’ve used the program or would like to before any attempt. Counseling/Advising should let them know of the program if their first results are not what they hoped Learning Centers should administer the program County Schools and Faculty should let high schoolers know about test and program before they apply

Multiple Determinants Collaborate even further with high schools More than just ACCUPLACER Classical choices SAT, ACT, AP Updated choices Class options Dual Enrollemnt 1st week writing samples Removed writing sample except for LOEP PASS and other intensive program options

References Hughes, K. L., Scott-Clayton, J., & Columbia University, C. C. (2010). Assessing Developmental Assessment in Community Colleges: A Review of the Literature. (CCRC Working Paper No. 19). Columbia University: Community College Research Center. (ERIC Document Reproduction Service No. ED512260).   Karp, M. M., Bork, R. H., & Columbia University, C. C. (2012). "They Never Told Me What to Expect, so I Didn't Know What to Do": Defining and Clarifying the Role of a Community College Student. (CCRC Working Paper No. 47). Columbia University: Community College Research Center. (ERIC Document Reproduction Service No. ED535078). Perin, D. (2004). Remediation beyond developmental education: The use of learning assistance centers to increase academic preparedness in community colleges. Community College Journal of Research & Practice, 28, 559-582.

References (cont.) Perin, D., & Columbia Univ., N. C. (2002). Summary of Themes and Issues. 2001- 2002 Seminar Series. New Roles of Community Colleges [and] Academic Preparedness and Remediation in Community Colleges [and] Dual Enrollment in High Schools and Community College [and] Accountability and Learning Outcomes in Community Colleges. (CCRC Seminar Series 2001-2001). Columbia University: Community College Research Center. (ERIC Document Reproduction Service No. ED475755).   Ramirez, S., & Siadat, M. V. (2008). Factors That Influence Students' Performance in Intermediate Algebra Classes at the College: A Longitudinal Research Study. Chicago: Daley College. (ERIC Document Reproduction Service No. ED557056). Rodríguez, O., Bowden, B., Belfield, C., Scott-Clayton, J., & Columbia University, C. C. (2015). Calculating the Costs of Remedial Placement Testing. (CCRC Analytics). Columbia University: Community College Research Center. (ERIC Document Reproduction Service No. ED562055). Tinto, V. (2012). Completing College Rethinking Institutional Action. Chicago: The University of Chicago Press.