SLDS Webinar The webinar will begin at approximately 1:00 PM EST and will be recorded. Information on how to join the teleconference can be found on the “Info” tab in the upper left of this screen. Please be sure to use the “Attendee ID” when dialing in to associate your name with your phone. In order to cut down on background noise, all participant lines will be muted upon entry into the meeting. For the Question and Answer portion at the end of the presentation:  Type your question into the Q&A panel below the participant list and click “Send.” A copy of this presentation and a link to the recording will be available at Adult Education and Postsecondary Collaboration Regarding Remedial/Developmental Education

Panelists Minnesota: Kara Arzamendia and Meredith Fergus Montana: Brett Carter New Hampshire: Art Ellison and Irene Koffink Facilitator Corey Chatis, State Support Team Topics Background Catalyst and goals for collaboration Progress made to date Lessons learned and effective practices Where do we go from here? 2 W EBINAR O VERVIEW SLDS Webinar

M INNESOTA SLDS Webinar A DULT E DUCATION AND P OSTSECONDARY C OLLABORATION R EGARDING R EMEDIAL / D EVELOPMENTAL E DUCATION

SLDS Webinar Minnesota Developmental Education has three directions: High school graduates (Getting Prepared) Legislatively mandated report focusing on enrollment of high school graduates in developmental education within two years of high school graduation. Uses SLDS data as of o Full 2014 report o 2015 interactive mobile analytics report FastTRAC (targeted co-curricular programming) Minnesota FastTRAC operates under a grant from the Joyce Foundation in addition to state appropriations. Evaluation data utilize combined information from higher education and Adult Basic Education (ABE). Adults returning to higher education Identified as area lacking data and information. Set for new research in summer Returning adults are the largest group enrolling in developmental education. B ACKGROUND

SLDS Webinar Identification Minnesota policy discussions center on how to identify students needing developmental education in college before they leave high school. There is a difference between students needing developmental education and students enrolling in developmental education. Intervention / program evaluation How to intervene to lessen the need for developmental education for certain populations (e.g., high school graduates)? How to structure developmental education to be more effective (e.g., FastTRAC, returning adults)? Lack of basic information Is the need for developmental education a failure of the Minnesota education system? Or is it a simple function of time away from education? Or is it something else completely? C ATALYST AND G OALS FOR C OLLABORATION

SLDS Webinar Products of Our Collaboration Reports and information Getting Prepared 2014 New study on adult developmental education Changes in policy ACT goes statewide Assessment of the validity of Accuplacer; moving Accuplacer into K12 Reinforced Minnesota’s decision to fund developmental education with state financial aid Changes in priorities Large umbrella of high school-to-college/career programming o Minnesota World’s Best Workforce Co-curricular programming P ROGRESS M ADE TO D ATE

SLDS Webinar Data are not always clear The data do not always lend themselves to clear policy and direction; language skills. Developmental education is not always a dead-end path; we need to be careful about how we interpret the data. Turf: K12 vs. higher education vs. ABE vs. workforce programs Which system is at fault? Who is taking responsibility? Realize this is a cross-agency/systemic issue What direction are we looking? Who’s the real focus for developmental education? High school graduates or returning adults? Do we really not know who needs developmental education? The students who struggle in high school will likely struggle in college. L ESSONS L EARNED AND E FFECTIVE P RACTICES

SLDS Webinar More data, more discussions Additional data on courses will help us assess the academic preparation of students enrolling in developmental education. Further information on the pathways from K12 to ABE/developmental education o Dropouts returning? o Graduates with significant lags in enrollment What’s our real goal for policy? To prevent developmental education? To make developmental education more effective/less harmful to the student? To simply identify viable pathways from education to work for this subgroup of students needing additional assistance? W HERE D O W E G O FROM H ERE ?

SLDS Webinar M ONTANA A DULT E DUCATION AND P OSTSECONDARY C OLLABORATION R EGARDING R EMEDIAL / D EVELOPMENTAL E DUCATION

SLDS Webinar High School Follow-up Reports This report was put out yearly by the Montana Office of the Commissioner of Higher Education (OCHE) to show college capture rates and remediation rates by district and high school. The report did not follow students directly and there was no individual level detailed data. It could not track credits earned in college for c12. OPI’s K-20 project and OCHE partnership This SLDS project began in 2013 and sought to leverage OPI’s existing data warehouse (GEMS) with OCHE’s postsecondary data and link student data longitudinally from Montana high schools to Montana postsecondary institutions. B ACKGROUND

SLDS Webinar Data Transport and Transcript System Data transport Create a data system for that will help the state gain actionable evidence on high school factors associated with college readiness (e.g., remediation) in Montana. Created an Interagency Data Governance Council o OPI o Montana University System o High school and district officials Charged with establishing systems to collaboratively manage, link, and analyze K-20 education data. Electronic transcript Provide a mechanism for effective transcript data transport among school districts, OPI, and colleges through a collaborative effort between OPI and OCHE. Provide free electronic transcript service to high schools and colleges. C ATALYST AND G OALS FOR C OLLABORATION

SLDS Webinar Data linkage Student data going back to the high school graduating class of 2011 have been matched to postsecondary data. New follow-up report An enhanced follow-up report has been created that displays postsecondary data disaggregated by high school. Initial data analysis on remediation predictors has begun. Transcript Pilot high schools have signed up for the process, and we will begin receiving data from all schools this spring. P ROGRESS M ADE T O -D ATE

SLDS Webinar Follow up report - “College Readiness” P ROGRESS M ADE T O -D ATE

SLDS Webinar Matching process Having a unique identifier that follows a student from the high school system into post secondary institutions is key Without it, we have been using a basic matching process based on demographic information and other factors. Should not be a problem in the future with our electronic transcript solution. Secure data transport There is a need to make sure that data can be shared back and forth between participating institutions We started this process being able to share identifiable data only in one direction (from OCHE to OPI) due to state legislation introduced before we started this project. This leads to problems with quality control and the matching process. We are hoping that the legislature will change that this year. L ESSONS L EARNED AND E FFECTIVE P RACTICES

SLDS Webinar Where do we go from here Data Transcript We will begin receiving all transcript data from our schools this spring and transporting that data to postsecondary institutions in the state via Parchment. We will continue to get more data from the postsecondary side (e.g., classes taken, grades achieved, credits earned, graduation status). Data analysis Decide the metric that we want to use for college readiness (e.g., remedial classes taken, retention, success, graduation). Develop models (e.g. logistic regression) using the high school data to predict college readiness (e.g. does taking more math classes in high school have a significant effect on college readiness everything else being equal?). Use estimated probability from the models to help administrators and teachers intervene in high school when a student is showing a lack of college readiness according to the data.

SLDS Webinar N EW H AMPSHIRE A DULT E DUCATION AND P OSTSECONDARY C OLLABORATION R EGARDING R EMEDIAL / D EVELOPMENTAL E DUCATION

SLDS Webinar Collaboration of the Adult Education and Community College Systems on Developmental/Remedial Education Issues Early in 2013, Governor Maggie Hassan called together the leadership of the Bureau of Adult Education and the Chancellor’s Office for Community Colleges to address a number of issues related to the overlap of instruction with these two systems. During the next year, meetings were held with six of the seven community college administrations/staff with the leadership of the local adult education programs in that area. B ACKGROUND

SLDS Webinar Key Individuals and Joint Goals The key individuals in this effort over the past year and a half have been the governor, governor’s staff, community college chancellor’s office, Department of Education’s Bureau of Adult Education, and community college presidents and their instructional leadership. The agreed-upon goals were related to a consideration of the cost for developmental education courses for students, the length of time that students remain in developmental education, the use of Pell grants for students in these courses, and the possibilities of the two systems working together on these issues. C ATALYST AND G OALS FOR C OLLABORATION

SLDS Webinar Implementation Pilot programs were carried out in three community colleges, with two more planned for later this year. Discussions are going forward with plans to include all seven areas by the end of the next academic year. Representatives of both the community colleges and the local adult education programs are meeting on an ongoing basis to implement the pilots and to consider next steps. P ROGRESS M ADE T O -D ATE

SLDS Webinar What Works There has been agreement between the community college and the adult education staff on o who administers the class; o who recruits students for the class; o who provides assessments; o where the class is located (on the community college campus); and o Where students go in the community college system after completing the class. Consideration of the issue needs to come from the highest level of state government, and there needs to be cooperation from the top of the two systems down to the local instructional level. L ESSONS L EARNED AND E FFECTIVE P RACTICES

SLDS Webinar Next Steps Continue planning with the local teams for the role that this type of instruction can play throughout the state. New Hampshire assigns a State Assigned Student ID to all students enrolled in the Community College System and in the University System of New Hampshire. A possible next step is to consider how the students taking the these remedial courses, prior to enrolling in the college system, can be accounted for so that the data can be analyzed. Request support for these activities in state budget for FY W HERE D O W E G O FROM H ERE ?

SLDS Webinar Q UESTIONS ? A DULT E DUCATION AND P OSTSECONDARY C OLLABORATION R EGARDING R EMEDIAL / D EVELOPMENTAL E DUCATION

Panelists Kara Arzamendia, Meredith Fergus, (651) or Brett Carter, (406) or Art Ellison, Irene Koffink, (603) or SST Corey Chatis, (206) or 23SLDS Webinar C ONTACT I NFORMATION