Georgia’s ALP/AMP Scale-Up Process David Kuipers, VPAA South Georgia technical College (SGTC) and Benita h. Moore, Curriculum program Specialist Technical College system of Georgia (TCSG)

Georgia’s Education System 4 education systems in Georgia GA Department of Education (Pre-K through Grade 12) University System of Georgia (Four year colleges and universities) Technical College System of Georgia (Technical colleges) Private and for-profit colleges/universities

About TCSG . . . 22 technical colleges All colleges SACS COC accredited (regionally accredited) Standardized curriculum used College Enrollment – Ranges from 1,749 to 12,921 per semester; TCSG total credit enrollment is 100K/semester Offer Certificates, Diplomas, and Associate Degrees

Redesign Learning Support! 2011 - Governor gives support to Complete College America/Complete College Georgia and challenged all Georgia postsecondary colleges to increase retention 2011 – LS Redesign begins; Presidents of colleges told to begin making changes in LS. Get more students in credit courses; graduate more students 2011 and 2012 - TCSG colleges given choices in how to implement but emporium plan was looked at closely and encouraged Challenges from emporium arose; co-requisite model looked at closely

Redesign Learning Support (continued) Grant funds send 14 TCSG administrators and instructors to ALP Conference in Baltimore in 2013 Since 2013 more TCSG colleges have begun to implement co-requisite model 2016 – TCSG Commissioner tells Presidents co- requisite model must be implemented . . . So here we are.

Strategies Used Addressed strategies for reaching adult learners. Provided support for students – academic support and non-cognitive support Provided faculty development for instructors 2011-2015 had several conferences for instructors to share what they were doing and what was working September 2016 – had ALP/AMP Conference in Georgia (had CCBC speakers)

Strategies (continued) System started TEAMS – (TCSG’s early alert management system – started in 2015) Made changes in cut scores of Compass/ACCUPLACER - get more students in credit classes Colleges were given flexibility in implementing co-requisite model (colleges were allowed to select courses to combine; allowed to use current LS courses or add new ones)

Strategies (continued) Though administrators have to be supportive of co-requisite model, it needs to be embraced by faculty for success Colleges were encouraged to be creative . . . to get good results. . . AND to get students in credit courses so students can graduate!

The DATA. . . (Drum Roll Please) Full disclosure - Because colleges have flexibility in implementing the co-requisite model, data can be hard to analyze and often “apples-to- apples” comparison was not available for comparing.

TCSG Data Before ALP/AMP Math and/or English Cohort LS ENROLLMENT GATEWAY SUCCESS (1-year) (2-year)   Fall 2010 11,319 NA 33.0% Fall 2011 8,263 18.3% 28.7% Fall 2012 8,804 19.9% 30.5% Fall 2013 8,070 18.4% 30.2% Fall 2014 6,832 20.8% NA*

TCSG Data – Using Co-Req (Fall 2016 & Spring 2017 Data) Math Coreq Enrollment Rate Math Coreq Pass Rate English Coreq Enrollment Rate English Coreq Pass Rate 21% 50% 19% 48%

College Data – Using Co-Req (Fall 2016 & Spring 2017 Data) % of LS in Co-Req MATH Success ENGL Success Large College – Metro ATL & Rural 5% 67% 63% Small College – South GA Area & Rural GA 100% 64% Medium College – South GA Area & Rural 99% 39% 41% Large College – Middle GA & Rural 52% 51% 60% Small College – Middle GA & Rural 3% 50%

South GA Technical College % of LS in Co-Req 88% Math Success 71.4% English Success 61.2%

South GA Technical College SGTC went all-in with Co-Requisite in the fall of 2013. The previous 5 year period had an overall gateway course success rate of around 26% and that immediately increased to 80% for math and 61% for English/reading.

Anecdotal Data. . . Analytical data is necessary but doesn’t always tell the story. Here are what some TCSG students and instructors had to say about the co-requisite model. Quotes from students – I have found that it is much easier to go to my lecture class already having done some of the math exercises. I wouldn't be successful in College Algebra without it. My experience with co-requisite math was painful. It was like taking two completely different algebra classes at the same time. However, since I managed to get through it and pass, I am thankful that I had the opportunity to accomplish in one semester.

Anecdotal Data (continued). . . More quotes from students – I took math support 0090B and math 1111 in one semester and while it was a lot of homework I think the support class helped me learning in 1111. You had more time on topics and had more hands on help from the teacher in the support class since it was a smaller class. I think taking them together works well, as long as you make time for double homework. I got an A in both. I'm able to do my homework in the computer lab class. It helps me to manage my time at home better with my 3 children.

Anecdotal Data. . . More quotes from students – Being a student that English was not my first language and completing my high school in another country, made me realize that I need some learning support before starting taking classes in my field. Thanks to this opportunity, taking math learning support helped me recall all of the math that I took 6 years ago. It is definitely a really helpful tool that would help you succeed in your career.

Anecdotal Data (continued). . . Quotes from instructors. . . The co-requisite model compromises the integrity of College Algebra. With such low cut scores, almost everyone "qualifies" for College Algebra. I have had students in College Algebra who never took Algebra in high school but were able to make the minimum cut score to get into the co-requisite model. The concept is similar to allowing students to taking Chemistry II and tutoring them in Chemistry I at the same time. While the "reports" will indicate the co-requisite model is a "tremendous success," students are not learning College Algebra; they are just getting through College Algebra.

Anecdotal Data (continued). . . More quotes from instructors – The co-requisite model allows me to reinforce concepts by using extra examples and hands-on activities. Spending more time with students individually helps me to identify problem areas that the rest of the class may also be experiencing so that I can refine or modify what I am doing in the general class.

Anecdotal Data (continued). . . More quotes from instructors – The co-requisite model is the best step we can take to serve our Learning Support students. Because these classes are smaller, LS students get the vital human instructional help they need to succeed in English 1101 as well as their program classes. This model allows the students to become individuals with identifiable needs instead of another number in a class of 45 students. This is the future. I taught READ 0090 with PSYC 1101 for the first time spring semester. I saw this as a confidence builder for my students. Early in the semester one student made the comment that she just wanted to get a C in psychology. After a few weeks of discussing active reading and study skills and applying that information to the psychology text, she came into class one day and proudly announced, 'Forget what I said about that C. I'm going for an A!'"

Anecdotal Data (continued). . . More quotes from instructors. I have taught the ENGL090/ENGL 1101 courses for several years now, every semester – even when the student had to pass the COMPASS as their final exit exam. The students have done extremely well, they have been dedicated to passing these two classes at the same time, and they have worked diligently.  The ENGL 0090 class worked with the Mylabsplus and with lecture, while the ENGL 1101 class was a regular class – with lectures, groups, tests, essays, and a required MLA six-page research paper and Works Cited page. The co-requisite model is one I whole-heartedly endorse. Even if the student just passes the co-requisite course and fails the College Algebra they will still be well prepared for the next semester of College Algebra. The overall pass rate, thus far, is 90% for the 88 students who have participated.

So What Does This Mean? (Cont.) The co-requisite model is working. Pass rates for those taking co-requisite courses is around 50%; though this isn’t as high as we want, it is better than what was being done (20-30% pass rate in one or two years verses the same semester) College level math and English students who do NOT require any LS do not pass at a 100% pass rate, and those taking LS co-requisite model success rate isn’t that much less than those who do not need LS To be successful, students need more support than just additional time or additional work

Successes with Scale Up Flexibility is good Allows colleges to use methods that work with their students and their physical set up LS pass rates are increasing; more students are getting into credit classes/programs

Contact Information David Kuipers – dkuipers@southgatech.edu Benita Moore – bmoore@tcsg.edu

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