1. The California Acceleration Project A Faculty-Led Professional Development Network Supporting the State’s 113 Community Colleges To Transform Remediation to Increase Student Completion and Equity www.AccelerationProject.org CaliforniaAccelerationProject@gmail.com Andrew Kranzman, Ph.D. Modesto Junior College Melissa Long Porterville College

2. The Problem of California community college students are designated “unprepared for college” and must take a remedial course in English, math, or both. 75%

3. Student Success Scorecard

4. What does that mean for students?

5. English Remediation in CA Students’ Starting Placement English-Writing % Completing Transfer-Level English in 3 Years One Level Below48% Two Levels Below34% Three or more Levels Below19% Statewide data, Basic Skills Cohort Tracker, Fall 2009-Spring 2012 Across CA, students of color 2-3 times more likely to begin in lowest levels than white students

6. Math Remediation in CA: Students’ Starting Placement Mathematics % Completing Transfer-Level Math in 3 Years One Level Below35% Two Levels Below15% Three or more Levels Below6% Statewide data, Basic Skills Cohort Tracker, Fall 2009-Spring 2012 Across CA, more than half of Black and Hispanic students in remedial math begin here

7. Three High-Leverage Strategies For Transforming Remediation Redesigning Remedial Courses: Multi-level sequences in English and math are replaced with accelerated courses that are well aligned with the transfer-level requirements in students’ chosen pathway. Changing Placement Policies: Colleges broaden access to transfer-level courses, and make access more equitable, by adjusting cut scores, using robust multiple measures, and requiring algebra-based testing and remediation only for access to courses that require substantial algebra. Implementing Co-requisite Models: Students classified as “below transfer level” are allowed to enroll in a transfer-level course with extra concurrent support, saving them at least a semester of stand-alone remediation and reducing their chances of dropping out (e.g., “1A-plus” models: students co-enroll in English 1A and 2 additional units with the same instructor).

8. Change Underway across CA 75% of CA community colleges are working with CAP – some just beginning to implement, some completely transforming remediation. Approximately 20 colleges are offering co-requisite models in 2016 or 2017. At least 8 colleges now offer only one level of remediation below college English. At several colleges, the combination of placement reform and co-requisite models mean that more than 70% of incoming students qualify to begin directly in transfer-level English or math.

9. Central Valley Colleges Implementing Acceleration Strategies with CAP Bakersfield: Math – joined 2015 Clovis: English – joined 2016 Fresno City: English, Math, ESL – joined 2016 Merced: English and Math – joined 2016 Modesto: English – joined 2015 Porterville: English – joined 2013 Reedley & Madera Center: English – joined 2015 San Joaquin Delta: English – joined 2016 West Hills Coalinga: English – joined 2016 West Hills Lemoore: Math – joined 2016 **2011 was the first year colleges participated in CAP

10. Acceleration at Porterville College Melissa Long

11. Accelerated English at Porterville College 3-levels below reading (English 81) 3-levels below writing (English 83) 2-levels below reading (English 72) 2-levels below writing (English 71) 1-level below reading (English 52) 1-level below writing (English 50) Traditional Sequence—Classes Transfer-Level English (English 101A)

12. English 81 English 83 English 71 English 72 English 50 English 52 Traditional Sequence Transfer-Level English (English 101A) English 73X English Express Accelerated English at Porterville College

13. English 81—3 units English 83—3 units English 71—3 units English 72—3 units English 50—4 units English 52—3 units Traditional Sequence—Units 19 units Accelerated English at Porterville College

14. English 81—3 units English 83—3 units English 71—3 units English 72—3 units English 50—4 units English 52—3 units Traditional Sequence—Units 19 units English 73X—6 units English Express 6 units Accelerated English at Porterville College

15. English 81/83—1 semester English 71/72—1 semester English 50/52—1 semester Traditional Sequence—Time 1.5 years Accelerated English at Porterville College

16. English 81/83— 1 semester English 71/72— 1 semester English 50/52— 1 semester Traditional Sequence—Units 1.5 years English 73X— 1 semester English Express 5 months Accelerated English at Porterville College

17. We are moving students to transfer- level English in one semester !...

18. ...but how many students needed to be in a remedial class in the first place?

19. Placement Based on Multiple Measures Beginning this semester (fall 2016), students are placed into our transfer-level composition course (English 101A) if they have a high school GPA of 2.6 or higher OR place at that level through Accuplacer OR successfully challenge their placement through our challenge exam

20. Corequisite Model In spring 2017, we will pilot two sections of the corequisite model 2-unit support course for those students who are not placed into transfer-level

21. Modesto Junior College Andrew Kranzman, Ph.D.

22. Acceleration at MJC - Accelerated One Below Pilot (12 sections, Fall ‘16) - Co-requisite “Wall to Wall” Pilot (16-21 sections, Fall ‘17) - Multiple Measures (Spring ‘16, ongoing revision)

23. The Future of Acceleration in the Valley We were late to the party But we have the opportunity to lead the state if we build on these innovations and implement the three strategies in our colleges!

24. Get Connected www.AccelerationProject.orgwww.AccelerationProject.org -- New website launching this week (Old website: http://cap.3csn.org )http://cap.3csn.org Acceleration across California: CAP’s First Statewide Conference March 9-11, 2017 in Sacramento Applications for 2017-18 CAP programs will open in January Community of Practice, Design & Development Institute, Leadership Training Program Facebook Group: Search for “California Acceleration Project” Active discussion group where researchers, administrators, and faculty involved in remediation reform share resources, pose questions, and learn what is going on at other colleges and nationally