Community College Baltimore County Beyond Anecdotal Evidence Peter Adams

Community College Baltimore County Study #1: 1993 Peter Adams

Two Ways of Viewing Developmental Education view 1:as a pathway to college success view 2:as a gate, keeping out those not qualified for college-level work

ALP The Accelerated Learning Project 1993 Study  students who took ENG 052 at Essex Community College in 1988/89  863 students  followed for four years—until 1992

ALP The Accelerated Learning Project 100% 75% 50% 25% 0% Success rates for students who took ENG052 in How We First Measured Success in Our Developmental Courses 100% 75% 50% 25% 0% S in ENG % U or W ENG % Success rates for students who passed ENG052 in and then took ENG101 by sp 92 ABC in ENG % DFW in ENG %

ALP The Accelerated Learning Project 100% 75% 50% 25% 0% How We First Measured Success in Our Developmental Courses Success rates for students who passed ENG052 in and then took ENG101 by sp 92 ABC in ENG % DFW in ENG %

ALP The Accelerated Learning Project 100% 75% 50% 25% 0% Success rates for students who took ENG052 in How We First Measured Success in Our Developmental Courses 100% 75% 50% 25% 0% U or W ENG % Success rates for students who passed ENG052 in and then took ENG101 by sp 92 ABC in ENG % DFW in ENG % S in ENG %

Community College Baltimore County Study #2: 1993 Peter Adams

ALP The Accelerated Learning Project took / S in % never passed % took % took no more writing courses % Students who took ENG 052 for the first time in 1988/1989

ALP The Accelerated Learning Project took / S in % never passed % took % took no more writing courses % Students who took ENG 052 for the first time in 1988/1989

ALP The Accelerated Learning Project took / S in % never passed % A, B, or C in % D, F, or W in % took % took no more writing courses % Students who took ENG 052 for the first time in 1988/1989

ALP The Accelerated Learning Project took / S in % never passed % A, B, or C in % D, F, or W in % took % took no more writing courses % Students who took ENG 052 for the first time in 1988/1989

ALP The Accelerated Learning Project took / S in % never passed % A, B, or C in % D, F, or W in % took % took no more writing courses % Students who took ENG 052 for the first time in 1988/ %

ALP The Accelerated Learning Project ENG 101 semester 1 ENG 052 semester 1 ALP

Community College Baltimore County Study #3: 2009 Peter Adams

S in % U, W, or I in % ALP The Accelerated Learning Project students who took traditional developmental writing in fall 06 students who took ALP in fall 07, spring 08, fall 08, spring 09 took 052 fa S in % have not passed % took

took 052 fa S in % U, W, or I in % ALP The Accelerated Learning Project students who took traditional developmental writing in fall 06 students who took ALP in fall 07, spring 08, fall 08, spring 09 S in % have not passed % took % took no more writing courses % took % took no more writing courses 0 0% took

took 052 fa S in % U, W, or I in % students who took traditional developmental writing in fall 06 students who took ALP in fall 07, spring 08, fall 08, spring 09 S in % have not passed % took % took no more writing courses % took % took no more writing courses 0 0% took A, B, or C in % D, F. I, or W in % A, B, or C in % D, F. I, or W in % 54% 23%

students who took traditional developmental writing in fall 06 students who took ALP in fall 07, spring 08, fall 08, spring 09 took 052 fa S in % U, W, or I in % S in % have not passed % took % took no more writing courses % took % took no more writing courses 0 0% took A, B, or C in % D, F. I, or W in % A, B, or C in % D, F. I, or W in %

took 052 fa S in % have not passed % took % took no more writing courses % took no more writing courses 0 0% took A, B, or C in % D, F. I, or W in % A, B, or C in % D, F, I, or W in % took ENG % haven’t taken ENG % took % haven’t taken ENG % passed % F, I, or W in % passed % F, I, or W in % S in % U, W, or I in % took %

Community College Baltimore County Study #4: 2010 Peter Adams

Student Surveys Student surveys were distributed in all ALP classes and in sections of traditional ENGL 052 at the beginning and at the end of the fall 08 and spring 09 semesters. 247 traditional ENGL 052 students and 115 ALP students responded to the pre- semester survey. 93 traditional ENGL 052 students and 82 ALP students responded to the post- semester survey.

What Are the Features of ALP That Produce the Increased Success Rates ALP The Accelerated Learning Project Effects on ALP Students improved attitude successful behavior persistence bonding improved confidence learning feels useful attachment to college

What Are the Features of ALP That Produce the Increased Success Rates ALP The Accelerated Learning Project Effects on ALP Students positive attitude successful behavior persistence bonding confidence learning feels useful attachment to college

How do you feel about the fact that you do not get credit for this developmental English course? a. very positive b. somewhat positive c. somewhat negative d. very negative ALP The Accelerated Learning Project ALP encourages a more positive attitude in developmental students. 33% pre- traditional 44% pre- ALP 100% 50%

How do you feel about the fact that you do not get credit for this developmental English course? a. very positive b. somewhat positive c. somewhat negative d. very negative ALP The Accelerated Learning Project 29% post- traditional 39% post- ALP 100% 50% ALP encourages a more positive attitude in developmental students.

Now that the semester is almost over, how do you feel about having been required to take this course? a. very positive b. somewhat positive c. somewhat negative d. very negative ALP The Accelerated Learning Project 29% post- traditional 39% post- ALP 100% 50% ALP encourages a more positive attitude in developmental students.

What Are the Features of ALP That Produce the Increased Success Rates ALP The Accelerated Learning Project Effects on ALP Students positive attitude successful behavior persistence bonding confidence learning feels useful attachment to college

Weekly Report on Student Behavioral Problems 1. How many students originally registered for your class: _______. 2. How many students have dropped the course: ________. (Count students as "dropped" when they have officially dropped through Records & Registration or if they have missed so many classes that, if they returned now, they could not possibly pass the course.) 3. How many were absent each day this week. If there are students whom you have listed under question 2 as "dropped," do not count them as absent. a. Monday or Tuesday: _______ b. Wednesday or Thursday: ______ c. Friday: _______ 4.How many students were late by more than 5 minutes: a. Monday or Tuesday: _______ b. Wednesday or Thursday: ______ c. Friday: _______ 5. How many students missed deadlines for submitting required work this week? If there are students who did not come to class this week and did not submit required work, count them in this total. Do not count students whom you listed as "dropped" in question 2 as missing deadlines. 6. How many times this week did you have to interrupt class to talk to a student or several students about their behavior?

ALP The Accelerated Learning Project Weekly Report on Student Behavior Fall 08/Spring 09:20 ALP sections160 students Fall 08/Spring 09:18 traditional sections360 students

Study of Student Behavior from Fall 2008 and Spring % 10% 15% 5% missed class late for class missed assignment deadlines disrupted class traditional ENGL 052 ALP ENGL % 19% 5% 7% 9% 2% 3% 20% 2% 60% 16% 22% 33%

I took part in class discussions a. often b. fairly often c. occasionally d. seldom ALP The Accelerated Learning Project ALP encourages positive student behaviors, discourages negative ones. 76% post- traditional 84% post- ALP 100% 50%

What Are the Features of ALP That Produce the Increased Success Rates ALP The Accelerated Learning Project Effects on ALP Students positive attitude successful behavior persistence bonding confidence learning feels useful attachment to college

ALP The Accelerated Learning Project 10% traditional 90% ALP 100% 50%

What Are the Features of ALP That Produce the Increased Success Rates ALP The Accelerated Learning Project Effects on ALP Students positive attitude successful behavior persistence bonding confidence learning feels useful attachment to college

ALP The Accelerated Learning Project Study of Student Behavior from Fall 2008 and Spring 2009: Percentage of Students Who, Instructors Report, Dropped Out 25% 10% 15% 30% 20% 5% 26% 16% traditional ENGL 052 ALP

What Are the Features of ALP That Produce the Increased Success Rates ALP The Accelerated Learning Project Effects on ALP Students positive attitude successful behavior persistence bonding confidence learning feels useful attachment to college

How well did you get to know your classmates this semester? a. fairly well b. quite a bit c. a little d. not much at all ALP The Accelerated Learning Project ALP increases bonds among the students 65% post- traditional 84% post- ALP 100% 50%

What Are the Features of ALP That Produce the Increased Success Rates ALP The Accelerated Learning Project Effects on ALP Students positive attitude successful behavior persistence bonding confidence learning feels useful attachment to college

ALP The Accelerated Learning Project How good a writer are you? a. better than most CCBC students b. above average at CCBC c. fairly average at CCBC d. below average at CCBC 100% 50% ALP increases student confidence. 40% 44% 39% pre- traditional pre- ALP 34% post- traditional post- ALP

What Are the Features of ALP That Produce the Increased Success Rates ALP The Accelerated Learning Project Effects on ALP Students positive attitude successful behavior persistence bonding confidence learning feels useful attachment to college

Is what you learned in the ENG 052 class useful in other classes? a. yes, a lot b. yes, some c. not much d. no, not at all ALP The Accelerated Learning Project students perceive what they’re learning as more useful because they apply it in the ENGL 101 section 88% post- traditional 97% post- ALP 100% 50%

learning feels useful What Are the Features of ALP That Produce the Increased Success Rates ALP The Accelerated Learning Project Effects on ALP Students positive attitude successful behavior persistence bonding confidence attachment to college

Which of the following best describes how you feel about your current status at CCBC? a. I feel like a real college student b. I feel like a real college student in some ways, but in other ways I don’t c. I feel like I’m being prepared to be a real college student d. I feel like I’m being prevented from becoming a real college student ALP increases student attachment to the college. post- traditional 78% 84% pre- traditional 83% pre- ALP 88% post- ALP 100% 50%

learning feels useful What Are the Features of ALP That Produce the Increased Success Rates ALP The Accelerated Learning Project Effects on ALP Students positive attitude successful behavior persistence bonding confidence attachment to college

bonding mainstreamed into ENGL 101 exposure to strong writers small class size membership in cohort shortening of pipeline attention to outside problems attention to behavioral issues meaningful context Features of ALP Effects on ALP Students positive attitude successful behavior persistence learning feels useful attachment to college

ALP The Accelerated Learning Project Critical Features of ALP mainstreamed into ENGL 101 exposure to strong writers small class size membership in cohort shortening of pipeline attention to outside problems attention to behavioral issues meaningful context

Community College Baltimore County Study #5: 2011 Peter Adams

ALP The Accelerated Learning Project Our Lives Made Simpler SurveyMonkey

Community College Baltimore County Study #6: 2011 Peter Adams

Developmental students grew up in poverty went to underfunded, underperforming schools have low confidence don’t know how to be a successful college students come from families that do not have a college education don’t understand college culture work too many hours while going to school don’t read

Community College Baltimore County Beyond Anecdotal Evidence Peter Adams

Thanks for your attention Community College Baltimore County Peter Adams